HND in English Cu - Syllabus Revision in 2014

MINISTRY OF HIGHER EDUCATION
SRI LANKA INSTITUTE OF

ADVANCED TECHNOLOGICAL EDUCATION
REVISED CURRICULUM
HIGHER NATIONAL DIPLOMA IN ENGLISH
January 2014
Revised By
Academic members of English
SLIATE
1
Table of Contents
1. General Details.......................................................................................................................3
2. Programme Structure..............................................................................................................
4. Module Contents and Teacher Guide...............................................................................575
2
REVISED CURRICULUM
HIGHER NATIONAL DIPLOMA IN ENGLISH
1. GENERAL DETAILS
1.1 Program Outcomes
The Higher National Diploma (HND) in English course provides an opportunity for school
leavers with GCE Advanced Level (A/L) qualifications to develop their proficiency in
English Language, English Literature and Communication Skills etc. The learners will be
directed to follow an area of specialization during the second year in order to strengthen their
chances of finding suitable employment. The course also aims at developing their
personality, interpersonal skills and general transferable skills which are regarded as
important requirements to meet employers expectations.
1.2 Entry Profile
The minimum qualifications required to apply for HND in English program;
(i) GCE (A/L) 3 subjects in one sitting and an ordinary pass in English Literature or a
credit pass in English Language at GCE (O/L).
(ii) English Specialist Teacher Training Certificate or College of Education Diploma for
English Teachers.
(iii) A pass at the National Certificate in English for Commerce, Industry and further
Education conducted by the Department of Technical Education and Training with
GCE (A/L) three subjects in one sitting.
Note: The qualified students will be selected by a selection test followed by an interview.
1.3 Key points of the Curriculum
The HND in English program consists of two year course work and a six month full
time training/project.
The two year program is offered in a course unit system in four semesters. Each
semester covers 15 weeks.
The total program consists of 88 credits.
3
There are three specialization areas namely, English Language Teaching Methodology,
Journalism and Business English. The students who specialized in English Language
Teaching Methodology must go for in-plant training and others can choose either in-
plant training or project related to their specialized area.
1.4 Assessment Policy
Each module is assessed by continuous assessments and end- semester examinations.
1.5 Time Allocation for Modules
Time allocation for the credit value of each module is based on Sri Lanka Qualifications
Framework published by Ministry of Higher Education. The program comprises core
courses, specialization area and training/project.
Core courses 65 credits

Specialization area 17 credits
Training/project 6 credits
15 hours of lectures= 1 credit

30-45 hours of practical = 1 credit
90 hours of full time in- plant training= 1 credit
1.6 Awarding of Diploma
In order to graduate with a HND in English from SLIATE, a student must fulfil all the conditions
given below.
Completion of 82 credits.
A minimum GPA of not less than 2.00 for each semester.
A minimum overall GPA of 2.00 for the entire diploma program.
No more than one poor grade (D or E) per semester.
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HND IN ENGLISH PROGRAM
1st Year -1st Semester

Seri. Title Subject No. of Total no. of
No of Subjects Code Credits Hour Allocation hours per
Full Time Part Time week
Lectures Practical Lectures Self Full Part

or Study Time Time
Practical
1. Reading & EN 03 02 02 02 02 04 04
Vocabulary 1101
Development
2. Effective EN 02 01 03 02 02 04 04
Communicatio 1102
n Skills I
3. Listening Skills EN 01 - 02 01 01 02 02
I 1103
4. Language EN 04 03 03 03 03 06 06
Structure, 1104
Usage &
Linguistics I
5. Introduction to EN 04 03 03 03 03 06 06
Literature 1105
6. Professional EN 02 01 03 02 02 04 04
Writing I 1106
7. Computer EN 02 01 03 02 02 04 04
Assisted 1107
Language
Learning &
Study Skills I
Total 18 11 19 15 15 30 30
5
1st Year 2nd Semester
Seri. Title Subjec No. of Total no. of
No of Subjects t Credits Hour Allocation hours per
Code Full Time Part Time week

or Study Time Time
Practical
1. Intermediate EN 03 02 02 02 02 04 04
Reading & 1201
Vocabulary
Development
2. Effective EN 02 01 03 02 02 04 04
Communication 1202
Skills II
3. Listening Skills EN 01 - 02 01 01 02 02
II 1203
4. Language EN 04 03 03 03 03 06 06
Structure, Usage 1204
& Linguistics II
5. British & EN 04 03 03 03 03 06 06
American 1205
literature
6. Professional EN 02 01 03 02 02 04 04
Writing II 1206
7. Computer EN 02 01 03 02 02 04 04
Assisted 1207
Language
Learning &
Study Skills II
Total 18 11 19 15 15 30 30
6
2nd Year 1st Semester

or Study Time Time
Practical
1. Advanced EN 03 02 02 02 02 04 04
Reading & 2101
Vocabulary
Development I
2. Technology EN 02 01 03 02 02 04 04
based 2102
Communication
Skills
3. Research EN 01 - 02 01 01 02 02
Methodology 2103
4. Language EN 04 03 03 03 03 06 06
& Linguistics III
5. Commonwealth EN 04 03 03 03 03 06 06
Literature 2105
6. Professional EN 02 01 03 02 02 04 04
Writing III 2106
7. English EN 04 03 03 03 03 06 06
Language 2107
Teaching
Methodology I
/ Fundamental EN
Business 2108
English I /
Fundamental EN
Journalism I 2109
Total 20 13 19 16 16 32 32
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2nd Year 2nd Semester

or Study Time Time
Practical
1. Advanced EN 03 02 02 02 02 04 04
Reading & 2201
Vocabulary
Development II
2. Language EN 04 03 03 03 03 06 06
& Linguistics IV
3. Sri Lankan EN 04 03 03 03 03 06 06
Literature 2203
4. Advanced EN 02 01 03 02 02 04 04
Professional 2204
Writing.
5. English EN 04 03 03 03 03 06 06
Language 2205
Teaching
Methodology II/
Fundamental EN
Business 2206
English II /
Fundamental EN
Journalism II 2207
6. Principles of EN 03 02 02 02 02 04 04
education / 2208
Intermediate
Business EN
English / 2209
Intermediate
Journalism EN
2210
7. Educational EN 03 02 02 02 02 04 04
Measurement / 2211
Advanced
Business EN
English I / 2212
Advanced EN
Journalism I / 2213
8
8. Educational EN 03 02 02 02 02 04 04
Psychology / 2214
Advanced EN
Business 2215
English II / EN
Advanced 2216
Journalism II /
Total 26 18 20 19 19 38 38
3rd Year 1st Semester
Serial Title of Subject Code No No. of Industrial Total hrs.

No Credits Training/Project
1. Implant Training/Project 3101 06 6 months 600 hrs
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1st Year 1st Semester
Module Code EN 1101 Module Title Reading Skills & Vocabulary Development
2
Credits 3 Lectures per week Pre-requisites None
hrs
Hours/Week
2
GPA/GPA GPA Practical Co - requisites None
hrs
Semester 1 Module Type Core
Module Aims
1. Develop ability to adopt a flexible approach to reading and to vary reading strategies
according to the type of material and the purpose
2. Help learners to use English as a tool for learning and as a source of pleasure
3. To help students to develop and apply vocabulary knowledge across a variety of contexts
4. To increase their repertoire of strategies for figuring out new vocabulary independently
Learning Outcomes
At the end of the module the student will be able to
1. Find specific information from a text
2. Identify the main idea(s) and important details
3. Read a text aloud ,breaking it into meaningful units
4. Demonstrate ability to make reasoned guesses about the meaning of new vocabulary
5. Demonstrate understanding of relations between sentences and paragraphs through
grammatical cohesive devices and lexical devices
6. Be aware of word formation in English

7. Use various strategies of vocabulary development
Outline Syllabus
1. Nature and purposes of reading
2. Reading skills: skimming and scanning, develop speed reading
3. Literal comprehension: understanding directly stated information(word attack skills &Text
attack skills)
4. Word formation in English- prefixes, suffixes, inflection and derivation
5. Identifying word families
6. Words with more than one meaning
10
Assessment
Type Activity Weight
1. Maintain a reading journal & 40 %
Continuous Assessment Vocabulary note book.
2. In Class test
Semester end examination Reading & Vocabulary test 60%
Recommended Teaching/Learning Activities

Tasks which provide opportunities to engage in the reading process and develop and improve reading
skills and strategies.
Activities should be related to real world readings purposes and integrate reading with speaking,
listening and writing.
Individual and group tasks
Resources: Equipment, Tools and Materials
Teacher-prepared reading tasks based on reading material from newspapers/magazines/and standard texts
books
Access to a computer
Prescribed Texts/Teachers Handbooks
1. Collins, (2012), English Exams Skills for the TOEFL IBT Test Reading and Writing.
2. Greenall, S. and Michael Swan, (2007) Effective Reading: Skills for Advanced Students.
Cambridge University Press
3. Grellet, F.(2010) Developing Reading Skills, Cambridge University Press
4. Guruge Nimal, (2013), The English Master Vocabulary Builder.
5. McCarthy ,Michael., O'Dell, Felicity( 2012) English Vocabulary in Use: Advanced. Cambridge
University Press.
6. Mccarthy Michael, (2010), English Vocabulary in Use Advanced with CD
7. Osborn Anna, (2013), Collins English for Life Reading A2 Pre Intermediate
8. Schmitt, Norbert (2007) Vocabulary in Language Teaching. Cambridge University Press.
9. Thornbury, Scott. (2007) How to Teach Vocabulary. Pearson Education India.
10. Underhill, A.(2012).Macmillan English Dictionary for Advanced learners Workbook. Macmillan
Module Code EN 1102 Module Title Effective Communication Skills I

Credits 2 Hours/Week Lectures 1 Pre-requisites None
hrs
11
3
GPA/NGPA GPA Practical Co - requisites None
hrs
Module Aims
1. Develop the ability to communicate orally with confidence
2. Motivate the learners to use English in their day-to-day work
Learning Outcomes
1. Participate in informal exchanges
2. Interact in service situations to get things done
3. Demonstrate social behaviour appropriate to the speaking situation
4. Vary language to suit context, audience and purpose
5. Initiate, develop and end conversation
Outline Syllabus
1. Conversational routines-greetings, thanking, apologizing, complimenting
2. Interaction in service situations-enrolling in a school/institute, membership in a library/club,
booking seats in plane/train/cinema
3. Functional dialogues: Buying, selling, bargaining
4. Enact social situations-party, theatre queue,
5. Fluency based activities
6. Functional dialogues-asking for help/ permission/ directions etc.
Assessment
Assessing pair / group task 40%
Continuous Assessment
Semester end examination Oral Test 60%
Interaction in pairs/groups, role play, simulations
Calculators, Access to a computer
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Prescribed Text/Teachers handbooks
1. DuttKioramai, (2013), Basic Communication Skills with CD.

2. Geyser , Jason Peter.( 2007) English To The World: Teaching Speaking Made Easy. August
Publishing Sdn Bhd,
3. Hunter, Estelle Belle, (2013). A new self-teaching course in practical English and effective
speech, comprising vocabulary development, grammar, pronunciation, enunciation and the
fundamental principles of effective oral expression. Delhi : Gyan Books Pvt. Ltd.
4. James .B, (2010), Effective English (Read, write, and Speak Correct English).
5. Jansz Orance, (2011), Explorations a Course in reading thinking and Communicational Skills
6. Miller, Bolenius Emma. (2013). The teaching of oral English. Ebook
7. Murphy, John; Byrd, Patricia. (2005) Essentials Of Teaching Academic Oral Communication:
Houghton Mifflin English For Academic Success. Cengage Learning
8. Snelling Rhona, (2013), Collins English for Life Speaking With CD.
Module Code EN 1103 Module Title Listening in English I
13
Credits 1 Lectures - Pre-requisites None
Hours/Week 2
hrs
Module Aims
1. Develop ability to grasp meaning of what is heard by understanding the speakers accent,
grammar and vocabulary
2. Help learners to become active and involved listeners.
Learning Outcomes
1. Listen and extract Specific information
2. Listen to get the gist/ main ideas of the passage
3. Demonstrate understanding of different types of planned monologue
4. Demonstrate understanding of different types of unplanned monologue
5. Interpret conversation with redundant utterances
Outline Syllabus
1. Nature of listening, factors that affect listening
2. Extract specific information-selective listening
3. Listening for the main idea and supporting details.
4. Understanding planned monologues e.g. weather reports, news, speeches
5. Understanding unplanned monologues.
Assessment
Continuous Assessment Listening activities 40%
Semester end examination Recorded Listening test with 60%

task sheets
1. Learning tasks which use both bottom-up and top - down approaches.
2. Activities which encourage interactive and non interactive listening. tape record listening material
where possible
14
Tape recorders, Video playback machine, Calculators, Computer
1. Aish ,Fiona, (2011), Collins English Exams Listening for IELTS with CD,
2. Anderson A. and T. Lynch.()2003).Listening. Oxford: Oxford University Press
3. Anderson A. and T. Lynch.()2003) Listening. Oxford: Oxford University Press
4. Collins, (2012) English for Exams skills for the EFL IBT Test listening and speaking.
5. Flint Chris, (2013), Collins English for Life Listening (A2 Pre-intermediate) With CD
6. Jack C. Richards . (2009)Teaching Listening and Speaking: From Theory to Practice. SEAMEO
Regional Language Centre
8. Rost, M. (1991) Listening In Action: Activities for Developing Listening in Language Education,
Hemel Hempstead: Prentice Hall International.
Module Code EN 1104 Module Title Language Structure, Usage and Linguistics I
Hours/Week 3
Credits 4 Lectures Pre-requisites None
hrs
GPA/NGPA GPA Practical 3 Co - requisites None
15
hrs
Module Aims
1. To develop an awareness of the language forms and their use in meaningful contexts
2. To understand grammar learning as an aid to the improvement of oral and written
expression
3. To sensitize learners to aspects of sociolinguistics and psycholinguistics
4. Develop students ability to speak and read English clearly and accurately
Learning Outcomes
1. Identify parts of a sentence, sentence elements and types of sentence structure
2. Recognizes clause types in a simple sentence
3. Identify word classes and the grammatical functions of words
4. Demonstrate Understanding of the features of sentence types including statements,
questions and commands
5. Demonstrates awareness of varieties of English to understand in what contexts a
particular form of language will be used
6. Recognize the distinction between language learning and language acquisition
7. Identify English sounds and their phonetic symbols
Outline Syllabus
1. Word classes and their grammatical functions
2. Elements of grammar
3. The simple sentence
4. The simple sentence statements, questions, commands, exclamations, negation
5. Nouns
6. The noun Phrase.
7. Introduction to language & linguistics
8. Introduction to phonetics & phonology
9. Sounds of English- consonants, vowels, diphthongs
10. Organs of speech
11. Introduction to phone, phoneme & allophone.
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Assessment
Continuous Assessment 1. Short classroom tests, 40%

2. Assignments
Semester end examination Written Test 60%

Different grammar tasks, discussion, grammar games
Prescribed Texts/teachers Handbooks
1. Briger Nick, (2011), English for Business pre intermediate Business Grammar and Practice.
2. Chinnaiya, (2013), Steps to Mastery of English Grammar.
3. Collins, (2011), Co build English Grammar.
4. Collins, (2013), Common Errors in English.
5. Fernando ,Siromi, (2010), English in Sri Lanka Ceylon English Lanka English Sri Lankan
English.
6. Roach Peter, (2010), English Phonetics and Phonology A practical with CD.
7. Roach Peter, (2012), English Phonetics and Phonology A Practical Course With CD.
8. Verma S.K, (2011), Modern Linguistics an Introduction
9. Yule George, (2013), The study of Language.
17
Module Code EN 1105 Module Title Introduction to English Literature
3
Credits 4 Lectures/Discussion Pre-requisites None
hrs
Hours/Week
3
hrs
Module Aims
1. Derive pleasure and develop appreciation and independence in reading
2. Develop ability to respond to language of literary texts sensitively
3. Gain a wider perspective on human values and multi-cultural understanding
Learning Outcomes
At the end of the course the student will be able to
1. Gain the background knowledge necessary to study English Literature
2. Identify and understand the features of different literary eras
3. Identify the different genres and their structure
4. Develop language skills necessary for appreciation and for production
5. Develop reading skills necessary for effective study of literary texts
Outline Syllabus
1 Introduction on English literature-different literary eras, different genres
2. Introduction on English literature-different genres
3. Introduction on English literature-different literary devices.
4. The following aspects should be developed in relation to literary texts throughout the whole
programme:
a. Language skills for appreciation
b. Language skills for production
c. Literary skills: figurative language, rhythm, etc
d. Content areas: point of view, plot structure, character development, response to theme
5. Poetry
6. Short stories
7. Novel
Assessment

Continuous Assessment Assignments 40%
Semester end examination Written test 60%
Discussions, group tasks
Access to a computer, multimedia projectors, audio-visual labs
18
Prescribed Text/Teachers handbooks
1. A.D. Cousins and Peter Howarth (eds). (2011). The Cambridge Companion to the Sonnet .
2. Adrian Poole (2010). The Cambridge Companion to English Novelists. Cambridge University
Press
3. Ato Quayson, (2012) The Cambridge History of Postcolonial Literature. 2 Volume Set.
4. Claude Rawson, (2011) The Cambridge Companion to English Poets. Cambridge University
Press
5. D. Donoghue, Old English Literature: A Short Introduction (Oxford: Blackwell, 2004)
6. Dominic Head (2009) . The Modernist Short Story: A Study in Theory and Practice. Cambridge
University Press
7. Hurley , Michael D., O'Neill , Michael. (2012) Poetic Form: An Introduction. Cambridge
University Press
8. Lees , Clare A., Chandler, James., Flint, Kate et al (ed) (2013) The New Cambridge History of
English Literature. Cambridge University Press
9. Michael O'Neill ( 2010) The Cambridge History of English Poetry. Cambridge University Press
10. Scott, A. F. (2012) The Poet's Craft : A Course in the Critical Appreciation of Poetry. Cambridge
University Press
11. Sidgwick , Frank. (2013) Old Ballads. Cambridge University Press
12. Thain , Marion (ed) ,( 2013) The Lyric Poem :Formations and Transformations. Cambridge
University Press
Module Code EN 1106 Module Title Professional Writing I

Pre-
Credits 2 Lectures 1 hrs None
requisites
Hours/Week
Co -
GPA/NGPA GPA Practical 3 hrs None
requisites
19
Module Aims
1. Develop students ability to respond to a variety of writing tasks in different situations for
specific purposes from different points of view
2. Increase understanding of the writing process
3. Develop ability to manipulate and use language displaying a good style of writing
Learning Outcomes
1. Use adequate range of grammatical structures and vocabulary effectively.
2. Develop fluency in the kinds of writing likely to be of use in practical life
3. Write imaginative and informative prose
4. Adjust language style and register for various purposes and readers
5. Use correct spelling, punctuation and legible handwriting.
Outline Syllabus
1. Nature and functions of written language
2. Writing essentials
3. General guidelines for student portfolios
4. Developing a paragraph: main idea and supporting details
5. Letter writing : letters of inquiry, letters of request, letters of thanks, letters of invitation
6. Practical writing: invitations, notices
7. Professional writing: memos, faxes, emails, agendas
8. Imaginative writing: dialogues
Assessment
Continuous Assessment 1. Portfolio assessment 40%
2. Group tasks and individual tasks
Semester end examination Written exam 60%
20
1. Task-based teaching, Writing activities should provide an awareness of the stages of the writing
process (individual, pair and group work)
2. Opportunities should be provided to write for a range of purposes (practical, social, professional) and
for a range of audiences
Resources: Equipment, Tools and Materials:


1. Asoka Jagath, (2012), Spend a Few Minutes a Day to Improve Your English Grammar vocabulary
and writing
2. Campbell, (2013), Collins English for Life Writing.
4. Harmer , Jeremy. (2006). How to Teach Writing. Pearson Education India.
5. Hedge , Tricia. (2005). Writing. OUP Oxford.
6. Hyland , Ken . (2003). Second Language Writing. Cambridge University Press,
7. Raimes , Ann .( 2006) Techniques in teaching writing .Oxford University Press.
8. Tribble ,Chris . (1997) Writing. OUP Oxford
Computer Assisted Language Learning (CALL) & Study

Module Code EN 1107 Module Title
Skills 1
Credits 2 Hours/Week Lectures 1 Pre-requisites None
hrs
21
3
hrs
Semester 1 Module Type core
Module Aims
1. Enable students to orient themselves to follow the Diploma course
2. Assist students to learn how to study efficiently making use of the available resources
3. Extend and enrich students language learning experiences
Learning Outcomes
At the end of the module the student will be able to:
1. Use the library and media sources effectively
2. Develop confidence in their learning abilities
3. Acquire, interpret and use knowledge independently
4. Demonstrate a general knowledge of what computers are used for and some general
experience in using them
5. Use the computer as a tool for particular purposes
6. Use the computer as a tutor to supplement classroom learning
7. Use the computer for actual communication with others
Outline Syllabus
1. Computer literacy and computer competency
2. Reinforcement of classroom material-textbooks with an accompanying CD-ROM Disc
3. Speech processing with the aid of power point presentations
4. Effective use of E-mail: communication with individuals
5. Library skills
6. Dictionary studies
Assessment

Continuous Assessment Assignment 100%
Practical tasks
Library facilities, reference books, Self-access facilities such as listening cassettes, grammar bank, language
games, exam materials
Computer facilities
Prescribed Text/Teachers Handbooks

1. Beatty, Ken (2010). Teaching and Researching Computer-Assisted Language Learning (2nd
edition). London: Pearson.
2. Chapelle, Carol A. and Jamieson, Joan (2008). Tips for Teaching with CALL (includes CD-
22
ROM). White Plains, NY: Pearson Education.
3. Deszendeffy, John (2005). A Practical Guide to Using Computers in Language Teaching. Ann
Arbor: University of Michigan Press.
4. Egbert, Joy (2005). CALL Essentials: Principles and Practice in CALL Classrooms. Alexandria,
VA: TESOL. A teacher-friendly introduction to the field covering both dedicated ESL and general
education resources relevant for language learning
5. Khandai Hemant, (2011), Advanced Educational Technology.
23
1st Year 2nd Semester
Module Code EN 1201 Module Title Intermediate Reading Skills & Vocabulary Development
Pre- ARS& VD
Credits 3 Lectures 2 hrs
requisites I
Hours/Week
Co -
GPA/GPA GPA Practical 2 hrs None
requisites
Module Aims
3. Help students to develop and apply vocabulary knowledge across a variety of contexts
4. Increase their repertoire of strategies for figuring out new vocabulary independently
Learning Outcomes
1. Read efficiently using predicting and previewing
2. Understand directly expressed ideas, facts and information, in descriptive, narrative and
factual texts.
3. Understand indirectly expressed ideas through inference
4. Recognize the organization patterns of a paragraph and a longer text.
5. Simplify long and complicated sentences in order to gain a thorough understanding of the
text
6. Discriminate different meanings of the same word form
7. Recognise relationships between words
8. Develop awareness of words which belong to a particular field/profession
9. Demonstrate effective choice of words in speech and writing
Outline Syllabus
1. Reading skills: previewing, predicting& understanding complex sentences
2. Inferring: understanding indirectly stated information
3. Understanding the organization of the text.
4. Homonyms: homographs and homophones
5. Compound adjectives
6. Foreign words in English
7. Words related to worldwide problems
24
Assessment
Continuous assessment 1. Maintain a reading journal 40%
&Vocabulary Note Book
2. Short classroom tests
Semester end examination Reading & Vocabulary Test 60 %

Collaborative group tasks, individual activities
Prescribed Text
University Press.
Module Code EN 1202 Module Title Effective Communication Skills II

Credits 2 Hours/Week Lectures 1hr Pre-requisites ECS I
25
3
hrs
Module Aims
1. Develop the ability to communicate orally with confidence
2. Motivate the learners to use English in their day-to-day work
Learning Outcomes
1. Use language appropriate to audience and situation degrees of formality
2. Interact in service situations
3. Face an interview with confidence
4. Chair /participate actively in a meeting
5. Perform tasks integrating speaking with other skills
Outline Syllabus
1. Interaction in service-Job interviews, business correspondence,
2. Office talk-face-to- face, over the phone
3. Conducting and participating in meetings
4. Planning , organizing and participating in social situations-picnic, dinner party etc.,
5. Interviewing different people e.g. journalists and Miss Sri Lanka-taking notes, prepare
reports/ articles
6. Planning, and organizing debates and participating in them

Continuous assessment 1. Assess Pair/ group interaction 40%
2. Individual speaking tasks
Semester end examination Oral test consisting of : face-to- face 60%

conversation, role play, Picture description
Interaction in pairs/groups, role play, simulations
26
Prescribed Text
Publishing Sdn Bhd,
27
Module Code EN 1203 Module Title Listening in English II
Credits 1 Lectures - Pre-requisites LE I

Hours/Week 2
hrs
Module Aims
1. Develop ability to grasp meaning of what is heard by understanding the speakers accent,
grammar and vocabulary
2. Help learners to become active and involved listeners.
Learning Outcomes
1. Comprehend extended speech (stories, speeches, lectures)
2. Make appropriate interpretation and inference
3. Demonstrate Understanding of intonation patterns, stress etc. which give clues to meaning
and social setting
4. Listen and respond appropriately
5. Be familiar with different tones and accents
Outline Syllabus
1. Transfer information :maps, plans, grids, forms, tables lists,
2. Retaining relevant points note taking
3. Telephone conversations
4. Using songs for listening
5. Problem solving tasks
6. Story-based techniques-expanding the outline
Assessment
Continuous assessment Short listening tests 40%
Semester end examination Recorded listening tests with task sheet 60%
28
1. Learning tasks which use both bottom-up and top - down approaches.
2. Activities which encourage interactive and non interactive listening. tape record listening material
where possible

Prescribed Text
1. Aish ,Fiona, (2011), Collins English Exams Listening for IELTS with CD,
2. Anderson A. and T. Lynch.()2003).Listening.Oxford:OxfordUniversity Press
3. Anderson A. and T. Lynch.()2003).Listening.Oxford:OxfordUniversity Press
4. Collins, (2012) English for Exams skills for the EFL IBT Test listening and speaking.
5. Flint Chris, (2013), Collins English for Life Listening (A2 Pre-intermediate) With CD
Module Code EN 1204 Module Title Language Structure, Usage and Linguistics II
3
Credits 4 Lectures/Discussion Pre-requisites LSUL I
hrs
Hours/Week
3
hrs
29
Module Aims
1. Develop an awareness of the language forms and their use in meaningful contexts
2. Understand grammar learning as an aid to the improvement of oral and written
expression
3. Sensitize learners to aspects of Sociolinguistics & phonology
Learning Outcomes
1. Use English verb forms correctly.
2. Demonstrate awareness of the characteristics and the correct use of adjectives
3. Demonstrate use of verb phrases correctly
4. Recognize how adverbs and adverbials are used in sentences
5. Speak out sentences meaningfully changing the stress and intonation
6. Identify their own pronunciation problems and correct them
Outline Syllabus
1. Verbs & verb phrases
2. Active and passive voice
3. Adjectives
4. Adverbs and adverbials
5. Varieties of language
6. Varieties of English
7. Supra segmental features
8. Aspects of connected speech
9. Reduced & full forms
Assessment
Continuous Assessment Short class room tests 40%
Different grammar tasks, discussion, grammar games
30
Prescribed Text
English.
31
Module Code EN 1205 Module Title American and British literature
3
Credits 4 Lectures Pre-requisites Semester I
hrs
Hours/Week
3
hrs
Module Aims
Learning Outcomes
1. Develop the following skills in relation to American and British poetry
Understand the plain sense-words/phrases/ general gist of a poem
Understand contextual meaning social, political/ cultural/ historical setting
Empathise/ respond personally- to the text: feelings, characters, events, scenes, settings
through reference and inference
Appreciate a text- sounds, rhythm, form, imagery, language, themes, mood, tone,
2. Develop the following skills in relation to the American and British short story
Identifying point of view
Recognising the significance of setting
Tracing development of character
Identifying interaction between character
Appreciating the role of dialogue
Identifying tone: irony, humour etc.
3. Develop the following aspects of study in relation to drama
Contrast between stage and film
Dramatic effects: suspense, dramatic irony
Characteristics of comedy/tragedy
Outline Syllabus (see appendix 2 for the prescribed texts)
1. Poetry
2. Short Stories
3. Drama
32
Assessment
Continuous Assessment Short assignments 40%

Discussions, group reading
Access to a computer, multi media projectors, audiovisual labs
Prescribed Text
1. A.D. Cousins and Peter Howarth (eds). (2011). The Cambridge Companion to the Sonnet.
Press
Press
University Press
7. Hurley, Michael D., O'Neill , Michael. (2012) Poetic Form: An Introduction. Cambridge
University Press
University Press
University Press
Module Code EN 1206 Module Title Professional Writing II

Credits 2 Hours/Week Lectures 2 hrs Pre-requisites PPW I
33
GPA/NGPA GPA practical 2 hrs Co - requisites None
Module Aims
Learning Outcomes
1. Use a variety of sentence structures and appropriate vocabulary.
2. Write on various kinds of topics for business and practical purposes in a planned and
organized manner.
3. Write descriptive, informative, narrative and persuasive prose and appropriate combination of
those types
4. Use correct spelling, punctuation and legible handwriting
5. Involve actively in the stages of the writing process
Outline Syllabus
1. Linking ideas using clauses and phrases
2. Develop paragraphs organizing information at inter-paragraph level
3. Informative writing: prospectus, description of people/ places
4. Practical writing: CV writing, job applications and covering letters
5. Professional writing: business letters
6. Imaginative writing: stories, playlets and poems
7. Persuasive writing: brochures, leaflets, advertisements
Assessment
Continuous assessment 1. Group tasks 40%
2. Individual tasks
3. Portfolio assessment
Collaborative group tasks, Individual writing tasks

34
Prescribed Text
and writing
8. Tribble ,Chris . (1997) Writing. OUP Oxford.
Computer Assisted Language Learning (CALL) & Study

Skills 11
Credits 2 Hours/Week Lectures 1 hr Pre-requisites None
35
3
hrs
Module Aims
1. Enable students to orient themselves to follow the Diploma course
2. Assist students to learn how to study efficiently making use of the available resources
3. Extend and enrich students language learning experiences
Learning Outcomes
At the end of the module the student will be able to :
1. Participate actively in seminars and discussions
2. Make a presentation to an audience with confidence
3. Learn to evaluate their own learning
4. Use data available on websites for small-scale research
5. To put together a text using word processing facilities
6. Peer-edit drafts of compositions on networked computers
7. Demonstrate an understanding of how to use video clips from websites to practice speaking
and writing
Outline Syllabus
1. Presentation skills
2. Self-evaluation techniques
3. Teaching with websites
4. Collaborative projects using data available on he World Wide Web and other I sources
5. Working with video clips from websites
Assessment
Type Activity weight

Continuous Assessment Final Presentation using multi-media 100%
Simulations, self-evaluation forms
36
Prescribed Text
1. Beatty, Ken (2010). Teaching and Researching Computer-Assisted Language Learning (2nd
edition). London: Pearson.
2. Chapelle, Carol A. and Jamieson, Joan (2008). Tips for Teaching with CALL (includes CD-
ROM). White Plains, NY: Pearson Education.
3. Deszendeffy, John (2005). A Practical Guide to Using Computers in Language Teaching. Ann
Arbor: University of Michigan Press.
4. Egbert, Joy (2005). CALL Essentials: Principles and Practice in CALL Classrooms. Alexandria,
VA: TESOL. A teacher-friendly introduction to the field covering both dedicated ESL and general
education resources relevant for language learning
5. Khandai Hemant, (2011), Advanced Educational Technology.
37
Module Code EN 2101 Module Title Advanced Reading Skills &Vocabulary Development I
2 ARS & VD I
Credits 3 Lectures Pre-requisites
hrs & II
Hours/Week
2
hrs
Module Aims
1. Develop ability to adopt a flexible approach to reading and to vary reading strategies according
to the type of material and the purpose
Learning Outcomes
1. Examine a passage very closely to find necessary information
2. Develop creative reading abilities think beyond the text.
3. Activate schemata for the interpretation of texts
5. Use reading as a source of information and pleasure
6. Recognise different word-collocations
7. Use synonyms, antonyms and homonyms correctly
9. Use a range of appropriate words in writing
Outline Syllabus
1. Recognition of different styles of writing: expository, descriptive, narrative, argumentative
2. Creative reading: going beyond the text
3. Intensive reading
4. Integrating activities.
5. Collocation tasks different combinations connected to verbs
6. Synonyms and their associations
7. Antonyms with prefixes and suffixes
8. Working with texts to develop vocabulary
38
Assessment
Continuous Assessment Classroom Tests 40%
Semester end examination Reading & Vocabulary Test 60%

Individual and group reading activities
Integrated activities
Prescribed Text
2. Greenall, S. and Michael Swan, (2007) Effective Reading: Skills for Advanced Students. Cambridge
University Press
University Press.
Module Code EN 2102 Module Title Technology Based Communication Skills

Credits 2 Lectures 1hr Pre-requisites ECS I & II
Hours/Week 3
hrs
39
Module Aims
1. Develop the ability of students to communicate orally with confidence
2. Motivate the students to use English in their day-to-day work
Learning Outcomes
1. Use spoken language to express emotions, moods and attitudes
2. Adapt talk for a range of audience and purposes.
3. make presentations (OHP and other media)
4. Gain and maintain interest and response of different groups of audience e.g. by humour,
varying pace and using persuasive language
5. Participate effectively in discussions
Outline Syllabus
1. Functional dialogues-express approval/ disapproval, likes/dislikes, surprise/ wonder/ hope/
fear/ disappointment
2. Discussion in groups and pairs-information gap activities
3. Role plays using given cues
4. Writing dialogues /drama based on stories and acting them out
5. Describe a process- an experiment, how to make things
6. Making Presentations -using OHP and other media
Assessment
Continuous Assessment 1. Assessing interaction in pairs and in 40%
groups
2. Individual speech activities
Semester end examination Oral test consisting of the following: face- 60%
to-face conversation, role play, picture-based
narration
Interaction in pairs/groups, enacting dramas, descriptions, presentations
40
Prescribed Text

Publishing Sdn Bhd,
41
Module Module
EN 2103 Research Methodology
Code Title
Pre-
Credits 1 Lectures - None
Hours/Wee requisites
k 2 Co -
GPA/NGPA GPA Practical None
hrs requisites
Semester 111 Module Core
Type
Module Aims
1. Extend & enrich students knowledge in doing the research.
2. Develop the ability to organize & present a research project.
Learning Outcomes
1. Gain background knowledge in conducting a research.
2. Identifying the objectives of the research.
3. Develop writing skills for project writing
4. Developing presentation skills
Outline Syllabus
1. Introduction to research proposal & writing proposal
2. Introduction to research methodology.
3. Citation methods.
4. Introduction to project writing
Assessment
Continuous Assessment Presentation of project proposal 100 %

1. Task-based teaching, writing activities should provide an awareness of the stages of the
writing process.
2. Opportunities should be provided to write the research proposal
1. Dr. Ananya. Mohapatra, (2014), Research methodology- a hand book.
2. John. W. Creswell, (2013), Qualitative, quantitative & mixed methods approach.
42
3. Ranjit Kumar, (2014), A step- by- step guide for beginners.
43
EN
Module Title Language Structure, Usage and Linguistics III
Module Code 2104
3 Pre-
Credits 4 Lectures/Discussion LSUL I & II
hrs requisites
Hours/Week
3 Co -
hrs requisites
Module Aims
2. Understand grammar learning as an aid to the improvement of oral and written
expression
3. Sensitize learners to aspects of Applied linguistics and Morphology
Learning Outcomes
1. Improve his style of writing by expanding simple sentences to compound and complex
sentences
2. To manipulate sentence structures to suit speaking/ writing contexts
3. Demonstrate awareness of forming different types of questions
4. Use questions accurately to get the correct response
5. Demonstrate awareness to language learning & language acquisition
6. Demonstrate awareness to word formation process
Outline Syllabus
1. Expanding the sentence-:coordination
2. Expanding the sentence: subordination
3. If Clause
4. Cleft sentences
4. Language learning & acquisition
5. Bilingualism, different aspects, code switching/mixing,
6. Individual learner differences
7. Contrastive analysis & error analysis
8. Krashens Theory
9. Introduction to morphology
10. Introduction to word formation process.
Assessment
Continuous Assessment Short classroom tests 40%
44
Prescribed Text
English.
45
Module Code EN 2105 Module Title Commonwealth Literature
3 Semester I,
Credits 4 Lectures/Discussion Pre-requisites
Hours/Week hrs II
3
hrs
Module Aims
Learning Outcomes
1. Gain a sound understanding on commonwealth literature
2. Develop further the language skills practised in the previous year
3. Develop further the reading skills and literary skills
4. Develop the specific skills of studying poetry, short story and novel
5. Ability to respond to literature through a process of reasoning
Outline syllabus
1. Poetry
2. Short stories
3. The novel
Assessment

Discussions, group tasks
Access to a computer, multimedia projectors, audio-visual labs
46
Prescribed Text
Press
Press
University Press
University Press
University Press
University Press
47
Professional Writing III
Pre-
Credits 2 Lectures 1hr PPW I & II
requisites
Hours/Week
3 Co
hrs requisites
Module Aims
Learning Outcomes
1. Develop a piece of writing systematically with well-structured main and subordinate themes
and relevant supporting details
2. Use accurate and appropriate grammatical structures, vocabulary and style
3. Write descriptive, expository, analytic and argumentative prose and appropriate combination
of those types.
4. Use accurate spelling punctuation and legible hand writing
5. Develop an awareness of the stages of the writing process and how it can benefit their own
writing.
Outline Syllabus
1. Writing skills: causes and results
2. Informative /expository writing: travel experience, interpret graphs/charts etc. ,
paraphrasing
3. Imaginative writing
4. Report writing: introduction to report writing
5. Persuasive and argumentative writing: letters to the editor
6. Analytic Writing: reviews of films/dramas/ books
Assessment Type
and Weighting Activity
Weighting
2. Collaborative tasks
Individual and group tasks, process writing
48
Prescribed Text
and writing
Module Code EN 2107 Module Title English Language Teaching Methodology I

3
Credits 4 Lectures/Discussion Pre-requisites None
hrs
Hours/Week
3
hrs
Semester 3 Module Type Specialized
Module Aims
49
Develop capacity to teach English for students of different levels
Learning Outcomes
1. Be familiar with good classroom management
2. Identify the characteristics of a god language teacher
3. Use a variety question types to serve different purposes in ESL classroom
4. Able to organize pair/group work effectively
5. Use visual aids effectively
Outline Syllabus
1 The good language teacher
2. Classroom Management
3. Classroom Language
4. Questioning techniques
5. Pair and group work
6. Visual aids
Assessment

Group tasks, presentations, assignments
Prescribed Text/teachers Handbooks
1. MC Kay Sandra Lee, (2011), Teaching English as an International Language Rethinking Goals
and Approaches
2. Richards Jack C, (2011), Methodology Language Teaching.
3. Spratt Mary, (2013), The TKT Course Module 1,2 and 3.
4. Wannisinghe Jayanth, (2011), A Guide to Error Analysis.
Module Code EN 2108 Module Title Fundamental Business English I

Pre-
Credits 4 Lectures/Discussion 3hrs None
requisites
Hours/Week
Co -
GPA/NGPA GPA Practical 3hrs None
requisites
Module Aims
Develop capacity to use English confidently in the world of work
Learning Outcomes
1. Develop business correspondence abilities
50
2. Deal with different types of inquiries/business dealings over the phone
3. Develop ability to attend to customer needs/service
Outline syllabus
1. Business writing: basic business letters, writing memo/circular/ report
2. Writing a resume, job application, covering letter, letters of introductions and reference
3. Place an order ,replying to inquiries
4. Writing business emails
5. Business speaking skills: customer services/dealing with complaints
6. Telephoning: mannerism, giving and taking messages, writing down the message,
ordering/negotiating over the phone
Assessment

Continuous Assessment 1. Writing assignments 50%
2. Speech activities
Semester end examination Writing test 50%
Group and individual activities
Prescribed Text/Teachers Handbooks/other material
1. Jones, Leo. and R.Alexanger11989.New International Business English, CambridgeUniversity Press.
2. Mascull Bill, (2011), Business Vocabulary in use intermediate with CD.
3. Student Book cassette set, Workbook cassette set.
4. Students Book, Workbook, Teacher; Book,
5. The International Business English Video and accompanying Teachers Guide
Module Code EN 2109 Module Title Fundamental Journalism I

3 Pre-
Credits 4 Lecture/Discussion None
hrs requisites
Hours/Week
3 Co -
hrs requisites
Module Aims
Enable the students to develop styles of writing used in journalism
Learning Outcomes
1. Demonstrate an understanding of different language styles, type of vocabulary, and sentence
structures used in newspapers and magazines.
2. Demonstrate an understanding of writing news reports
3. Identify the differences between feature articles and news items
51
4. Recognise the writing process and discover strategies useful to him.
5. Put the pieces of the text together and compose a comprehensive news it4em
Outline Syllabus
1. Familiarization with prose style, vocabulary, sentence structure in newspapers and magazines
2. News writing style-how information is presented
3. Writing reports-headline, sub-head/s, straight news lead
4. Feature styles-difference in writing style between news and features
5. Writing process-writing a draft, working with a draft, re-working the draft
Crafting a news item
Assessment
Task-based learning, different group and individual tasks which encourage collaborative learning
Resources: Equipment, Tools and Materials: English newspapers, educational magazines and journals
52
Prescribed Text
1. Halliday, M.A.K and Hassan, R. 1976.Cohesion in English, London: Longman
2. Hedge, T 1988. Writing, OxfordUniversity Press
3. Kroll, B. (edition) 1990.Second Language writing. CambridgeUniversity Press
4. Leki, I, 1998. Academic Writing: exploring Process and Strategies. New York: CambridgeUniversity
Press.
5. Stovall Jamea Glen, (2011), Journalism who, what, when, where, why and how.
53
Module Code EN 2201 Module Title Advanced Reading Skills& Vocabulary Development II
2 ARS& VD I, II
hrs & III
Hours/Week
2
hrs
Module Aims
Learning Outcomes
1. Comprehend different types of materials at different comprehension levels
2. Develop ability to interpret graphically presented material
3. Select appropriate material, locate sources, and initiate self-direct learning through reading.
4. Use appropriate vocabulary to suit the context, in conversations
5. Recognise different relationships that exist between words
6. Write using a good range of vocabulary
7. Demonstrates ability to understand and use idioms correctly
8. Use dictionary extensively to build up vocabulary
Outline Syllabus
1. Reading and comprehension: comprehending texts at different levels
2. Relating graphic material to text
3. Cohesive features
4. Critical Reading-Evaluating the text
5. Extensive Reading(fluent reading)
6. Idioms
7. Different collocation tasks: e.g. words frequently used together. Words frequently used with
join army, band, club, group, party, team, union
8. Choosing the right word: tasks on style and subject labels
9. Word building tasks adding one idea to another
54
Assessment
Continuous Assessment 40%
Classroom Tests
Semester end examination Reading & Vocabulary Test 60%
Prescribed Text
University Press.
Module
Module Code EN 2202 Language Structure, Usage and Linguistics IV
Title
Hours/Wee 3 Pre- LSUL I, II &
Credits 4 Lectures/Discussion
k hrs requisites III
GPA/NGPA GPA Practical 3 Co - None
55
hrs requisites
Semester 4 Module Core
Type
Module Aims
2. Understand grammar learning as an aid to the improvement of oral and written expression
3. Sensitize learners to aspects of psycholinguistics
Learning Outcomes
1. Express the relation between two entities using the correct preposition
2. Use phrasal verbs to improve the style of speaking and writing
3. Combine sentences using different phrases and clauses
4. Use appropriate linking words to achieve coherence in paragraphs
5. Demonstrate awareness to psycholinguistics.
Outline Syllabus
1. Prepositions and prepositional phrases
2. Phrasal verbs
3. Reported speech
4. Comment clauses
5. Transformation of sentences
6. Introduction to psycholinguistics
7. Human brain & language
8. Speech mechanism
9. Communication disabilities
10. Language for special purpose.
Assessment
Continuous Assessment Assignment 40%
Semester end examination Written Exam 60%
Individual and group assignments
56
Prescribed Text
English.
Module Code EN 2203 Module Title Sri Lankan Literature
57
3 Semester
Credits 4 Lectures/Discussion Pre-requisites
hrs I,II,III
Hours/Week
3
hrs
Module Aims
Learning Outcomes
1. Gain a sound understanding on Sri Lankan literature
2. Develop understanding and appreciation of literary texts-drama, fiction, poetry
3. Respond to literary texts (poetry and prose) sensitively
4. Understand and appreciate texts from different cultures and traditions
5. Recognise literature as an incentive to independent reading
Outline syllabus(see appendix for prescribed texts)
1. Poetry
2. Short stories
3. Drama
Assessment

Semester end examination Written Test 60%
Group and individual assignments, group discussions, presentations
Prescribed Text
Press
Press
University Press
University Press
58
University Press
University Press
Advanced Professional Writing

Credits 2 Hours/Week Lectures 1hr Pre- PW I & II &

requisites III
59
3 Co
hrs requisites
Module Aims
Learning Outcomes
1. Develop a piece of writing systematically with well-structured main and subordinate themes
and relevant supporting details
2. Use accurate and appropriate grammatical structures, vocabulary and style
3. Write descriptive, expository, analytic and argumentative prose and appropriate combination
of those types.
4. Use accurate spelling punctuation and legible hand writing
5. Develop an awareness of the stages of the writing process and how it can benefit their own
writing.
Outline Syllabus
1. Evaluative Writing
2. Summary Writing
3. Informative & Descriptive writing
4. Analytical writing
5. Persuasive and argumentative writing
6. Writing a newspaper page
Assessment Type
and Weighting Activity
Weighting
2. Collaborative tasks
Individual and group tasks, process writing

1. Asoka Jagath, (2012), Spend a Few Minutes a Day to Improve Your English Grammar vocabulary and
writing
60
Module Code EN 2205 Module Title English Language Teaching Methodology II

3
Credits 4 Micro-teaching Pre-requisites ELTM I
hrs
Hours/Week
3
hrs
Module Aims
Develop capacity to teach English for students of different levels
Learning Outcomes
At he end of the module the student will be able to:
1. Learn to handle learner errors
61
2. Handle Primary teaching material effectively
3. Handle secondary teaching material effectively
4. Practise teaching using micro-teaching
5. Use effective language teaching techniques
Outline Syllabus
1. Handling learner errors
2. Language teaching techniques: Different stages in the lesson,-introduction, presentation,
practice, application, evaluation,
3. Handling Primary Materials: Overview of the package (theme, vocabulary, structure)
Examine content of text books. workbooks and suggested teaching procedure and assessing
procedure
4. Micro teaching: primary material
5. Secondary materials: overview of the package, Rationale and underlying principles,
Examining content, suggested teaching procedure and assessing procedure
6. Micro teaching: secondary materials
Assessment
Continuous Assessment Micro-teaching 50%
Group work, micro-teaching
62
Prescribed Text
1. MC Kay Sandra Lee, (2011), Teaching English as an International Language Rethinking Goals
and Approaches
2. Richards Jack C, (2011), Methodology Language Teaching.
3. Spratt Mary, (2013), The TKT Course Module 1,2 and 3.
4. Wannisinghe Jayanth, (2011), A Guide to Error Analysis
63
Module Code EN 2206 Module Title Fundamental Business English II
3
Credits 4 Mini-project Pre-requisites BE I
hrs
Hours/Week
3
hrs
Module Aims
Learning Outcomes
1. Conduct and participate in business meetings effectively
2. Prepare agenda/minutes/reports/of different business meetings
3. Read and understand business information: articles/reports/graphs/tables/charts
4. Conduct and face job interviews
5. Interview different people in the business field and find necessary information
Outline Syllabus
1. Business meetings: chairing/ participating expressing point of view, making objections,
asking for opinion, ending a meeting, vote of thanks
2. Business meetings: preparing agenda, minutes, report of the meeting
3. Business dialogues
4. Business reading,
5. Job interviewing
6. Practical component: English with outsiders-semi-structured interviews with different
people
Assessment

Continuous Assessment Mini project-planning, designing 50%
questionnaire, interviewing, writing a
report
64
Prescribed Text
1. Jones, Leo. and R.Alexanger11989.New International Business English, Cambridge University Press.
Module Code EN 2207 Module Title Fundamental Journalism II
65
3
Credits 4 Mini-project Pre-requisites JI
hrs
Hours/Week
3
hrs
Module Aims
Enable the students to develop different types of articles for journals
Learning Outcomes
At the end of the course the student will be able to:
1. Develop an understanding of the types of articles and language style of different journals
2. Produce reports/articles for journals
3. Design and produce a college magazine
Outline Syllabus
1. Language and style of writing journals: academic / business / political / entertainment /
environment / medical / fashion / science
2. Use of illustrations
3. Writing articles/news stories
4. Reviewing/editing/proof reading and publishing
5. Practical component: designing and producing a college magazine
Assessment

Continuous Assessment Design and produce a college magazine 50%
Prescribed Text
1. Halliday, M.A.K and Hassan, R. 1976.Cohesion in English, London: Longman

2. Hedge, T 1988. Writing, Oxford University Press
3. Kroll, B. (ed) 1990.Second Language writing. Cambridge University Press
4. Leki, I, 1998. Academic Writing: exploring Process and Strategies. New York: Cambridge
University Press
5. Stovall Jamea Glen, (2011), Journalism who, what, when, where, why and how.
Module Code EN 2208 Module Title Principles of Education

Hours/Week 2
hrs
GPA/NGPA GPA Practical / Self 2 Co - requisites None
66
study hrs
Module Aims
Enable the students to develop the knowledge in education
Learning Outcomes
1. Develop an understanding of principles of education
2. Know about educational Philosophers & various educational approaches
3. Know about the educational history of Sri Lanka
Outline Syllabus
1. What is education?
2. Education philosophers
3. Various educational approaches
4. Professionalism in teaching
5. The history of the development of education in Sri Lank
Socialization
6.
Assessment

Continuous Assessment Presentations 50%
Take home assignments
67
Prescribed Text
1) Farrant J.S,(2004), Principles and Practice of Education .
2) L. B. Curzon, (2007), Teaching in Further Education: An Outline of Principles and Practice.
3) Tony Bush, Les Bell, (2002), The Principles and Practice of Educational Management.
EN 2209 Module Title Intermediate Business English

Module Code
68
2
Credits 3 Lectures Pre-requisites FBE I & II
hrs
Hours/Week
Practical / Self 2hr
GPA/NGPA GPA Co - requisites None
study s
Module Aims
Learning Outcomes
1. Write business letters effectively
2. Prepare memos & E- mails
3. Talk over the phone effectively
4. Conduct and face job interviews
Outline Syllabus
1. Business Letters
2. Memos and E- mails
3. Jobs and careers
4. Over the phone
5. Placing and acknowledging an order, making / replying enquiries
6. Dealing with problems : complaining , apologizing
7. Job interviews
Assessment

Continuous Assessment In class test 50%
Presentations
Interviews
Prescribed Text
1. Jones, Leo. and R.Alexanger11989.New International Business English, Cambridge University Press.
69
Module Code EN 2210 Module Title Intermediate Journalism

2
Credits 3 Lectures Pre-requisites J I & II
hrs
Hours/Week
Practical / Self 2
study hrs
70
Module Aims
Learning Outcomes
2. Produce reports/articles for journals
3. Design news stories
Outline Syllabus
1. An Introduction to Journalism
2. News Writing Style & Writing News Reports
3. Feature styles
4. Crafting a news story
Assessment

Continuous Assessment Design and produce a sample news paper 50%
Presentations
Prescribed Text
1) Halliday, M.A.K and Hassan, R. 1976.Cohesion in English, London: Longman

2) Hedge, T 1988. Writing, Oxford University Press
3) Kroll, B. (ed) 1990.Second Language writing. Cambridge University Press
4) Leki, I, 1998. Academic Writing: exploring Process and Strategies. New York: Cambridge University
Press
5) Stovall Jamea Glen, (2011), Journalism who, what, when, where, why and how.
Module Code EN 2211 Module Title Educational Measurement

2
hrs
Hours/Week
Practical / Self 2
study hrs
Module Aims
Enable the students to develop skills in Educational measurement
71
Learning Outcomes
1. Develop an understanding of the types of measurement tools.
2. Understand the concepts of evaluation.
3. Organize evaluation methods & scores.
Outline Syllabus
1. The importance of evaluation
2. Basic concepts of evaluation
3. Types of evaluation procedures
4. Objectives for measuring learning outcomes
5. Various achievement test
6. Organizing scores
Assessment

Continuous Assessment Presentation 50%
Take home assignment
72
Prescribed Text
1) Bharat.Singh, (2005), Modern Educational Measurement and Evaluation system.
2) J.Swarupa. Rani, ( 2004), Educational measurement and evaluation.
3) Kenneth.D.Hopkins ,(1998), Educational and Psychological measurement and evaluation.
4) Robert.L.Linn, (2008), Measurement and Assesment in Teaching.
73
EN 2212 Module Title Advanced Business English I
Module Code
2 BE I, II &
hrs III
Hours/Week
Practical / Self 2
Study hrs
Module Aims
Learning Outcomes
1. Conduct and participate in business meetings effectively.
2. Write reports and summaries.
3. Prepare effective advertisement.
Outline Syllabus
1. Business Meetings 1
2. Writing reports and summaries
3. Advertisements and commercials
4. Selling and buying product
5. Travelling on business
Assessment

Continuous Assessment Conducting business meetings 50%
Designing Advertisements
Presentations
Prescribed Text
74
1) Jones, Leo. and R.Alexanger11989.New International Business English, Cambridge University
Press.
2) Mascull Bill, (2011), Business Vocabulary in use intermediate with CD.
3) Student Book cassette set, Workbook cassette set.
4) Students Book, Workbook, Teacher; Book,
5) The International Business English Video and accompanying Teachers Guide
Module Code EN 2213 Module Title Advanced Journalism I
75
2
Credits 3 Lectures Pre-requisites J I, II & III
hrs
Hours/Week
Practical / Self 2
study hrs
Module Aims
Learning Outcomes
2. Write articles and news stories.
3. Edit & proof read
Outline Syllabus
1. The Journalistic Writing
2. News Papers
3. Reporters and Reporting
4. Editors , Editing & Headline Writing
5. Writing News , Features and Styles
6. Writing Articles and news stories
7. Writing Articles: Reviewing, editing and proof reading.
Assessment

Continuous Assessment Writing news articles. 50%
Presentations
76
Prescribed Text

4) Leki, I, 1998. Academic Writing: exploring Process and Strategies. New York: Cambridge
University Press
77
Module Code EN 2214 Module Title Educational Psychology
2
hrs
Hours/Week
Practical / Self 2
Study hrs
Module Aims
Enable the students to understand the concept of educational psychology
Learning Outcomes
1. Understand the concept of psychology.
2. Understand the nature of special needs.
3. Understand the concept of education guidance & counselling.
Outline Syllabus
1. Education psychology
2. Personal development
3. Intellectual development
4. Learning
5. Children with special needs
6. Educational guidance and counseling
Assessment

Continuous Assessment Presentation. 50%
Take home assignment.
78
Prescribed Text
1) Alyssa. R. Gonzalez- De Hazz, Patricia. P. Willems, (2012), Theories in education psychology:
concise guide to meaning and practice.
2) Bruce.Tuckman, David. Monetti, (2010), Educational Psychology.
3) Jack.Snowman. Rick. Mccowne,(2011), Psychology applied to teaching.
4) Liesel.Ebershon, Irms. Eloff, (2004), Keys to Educational Psychology.
EN 2215 Module Title Advanced Business English II
79
Module Code
2 BE I, II, III
hrs & IV
Hours/Week
Practical / Self 2
Study hrs
Module Aims
Learning Outcomes
1. Write reports.
2. Write business manuals.
3. Develop business profile.
Outline Syllabus
1. Technical Applications and Report Strategies.
2. Instructions and User Manuals.
3. Visual Appeal.
4. How to develop a business profile.
5. Report strategies.
6. Strategies for Successful Business and Group meetings
7. Presentations
8. Negotiation Skills
9. Business Grammar Structure & Vocabulary
10. Mechanics
Assessment

Continuous Assessment Mini project-planning, designing 50%
questionnaire, interviewing, writing a
report
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Prescribed Text
1) Jones, Leo. and R.Alexanger11989.New International Business English, Cambridge University

Press.
2) Mascull Bill, (2011), Business Vocabulary in use intermediate with CD.
3) Student Book cassette set, Workbook cassette set.
4) Students Book, Workbook, Teacher; Book,
5) The International Business English Video and accompanying Teachers Guide
Module Code EN 2216 Module Title Advanced Journalism II

Credits 3 Hours/Week Lectures 2 Pre-requisites J I, II, III
81
hrs & IV
Practical / Self 2
Study hrs
Module Aims
Learning Outcomes
1. Develop an understanding of the theory of journalism
2. Know the history of journalism
3. Design and produce a college magazine
Outline Syllabus
1. Theory of Journalism
2. The History of Journalism
3. New Realities, New Journalism
4. Twentieth Century and beyond
5. Types of Journalism Publication and Website Design
6. Magazines
7. Television, Radio and News Web Sites
8. Culture, Law and Ethical Practices of a Journalist

Assessment

Continuous Assessment Design and produce a college magazine 50%
82
Prescribed Text

4) Leki, I, 1998. Academic Writing: exploring Process and Strategies. New York: Cambridge
University Press
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Note:
English Language Teaching Methodology, Fundamental Business English and
Fundamental Journalism are the three optional subjects in the 2nd year.
Those who choose English Language Teaching Methodology as a specialized subject,
they must select the following three subjects such as Principles of Education, Educational
Psychology and Educational Measurement.
Those who choose Fundamental Business English as a specialized subject, they must
select the following subjects such as Intermediate Business English, Advanced Business
English I and Advanced Business English II.
Those who choose Fundamental Journalism as a specialized subject, they must select
the following subjects such as Intermediate Journalism, Advanced Business English I
and Advanced Business English II.
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MODULE CONTENTS AND TEACHER GUIDE
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1st Year 1st Semester
EN 1101: Reading Skills & Vocabulary Development
1. Nature and purposes of reading (10 / 05 hrs)

What is Reading: Give two or three definitions
- What the brain does in reading is to make sense of a particular piece of written
language in the light of prior knowledge and current intentions and expectations
of the reader (Frank Smith 1982. Understanding Reading)
- Interactive process in which the reader constructs meaning from a particular piece
of writing.
What do good readers do when they read?
Get actively involved with the text to understand words, syntax, content (intended
message)
What is necessary for good reading?
To understand that:
- Reading efficiently means tackling everyday tasks with a clear purpose.
- Need to adjust reading strategy to suit the purpose
- Different reading tasks require different degrees of attention and understanding
- There is a close relationship between reading and other skills and therefore
reading should be integrated with writing, speaking and listening.
Get students to list the purposes of reading and the type of texts
- To learn,
- To function in society
- To satisfy personal interests
1 Reading skills: scanning and skimming: develop speed reading ( 10/05 hrs)
Scanning- read rapidly to locate specific information.
Text types: reading an index, telephone directory, a dictionary to find a word, a name, a
number. reading notes, messages, letters, news items etc. to find some specific
information, provide opportunities to scan different text types
Skimming: reading to obtain the general, overall idea/gist of the whole text
- make students aware of the parts of the text which contain the most important
information and that they should read only those
- read the introductory and concluding paragraphs, the first and the last sentences of
the paragraphs in between. Pick up the key words such as dates, names, while
moving their eyes down the page
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- Imposing time limits and comparing the time required by various students will be
a rapid reading technique.
2 Literal comprehension: understanding directly stated information ( 15/ 07hrs)
Techniques: fact questions based directly on the text
- True/false statements
- Completion
- Multiple choice questions
Text types: brochures, information manuals, letters, news reports, etc.
(a) Word attack skills

Deducing meaning of unfamiliar words using context clues
- Using other words such as synonyms and antonyms in the same sentence or
paragraph
- Using the meaning of the sentence as a whole e.g. The Indians cut their canoes out
of tree trunks by using an adze. The meaning of adze can be deduced from the
meaning of the whole sentence.
Using structural and morphological information
- Guessing the word class
- Understanding the way how suffixes and prefixes are used to build words
(b) Text attack skills: interpreting grammatical cohesive devices-reference,

substitution, elliptical expressions
What is Cohesion? What are cohesive devices?
Cohesion helps a text to hang together. (Combine well). It expresses the continuity that
exists between a part of a text and another part. Cohesive devices help in achieving
cohesion. They are of two main types grammatical and lexical.
Grammatical cohesive devices:
- Reference: identifying the meaning of proforms such as it, he, our, these, those,
which are used to avoid repetition
- Substitution: e.g. I have a red pen, but Nimal has a blue one.
Show the difference between substitution and reference.
- Ellipsis: leaving out a word/words from a sentence which the reader can
understand from the surrounding text: e.g. They came although they were asked
not to.(not to come)
3 Word formation in English (10/05 hrs)
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Adding prefixes and suffixes
- Suffixes: can change the word class and the meaning of the word
Noun suffixes: -er. writer, -ee, employee, -tion. Pollution, -ism. Buddhism, -ist.
typist, -ness. Goodness
Adjectives: -able. Readable
Verbs: -ize. Modernize
Other suffixes: excitement, flexibility, childhood, membership, active, useless,
forgetful, delicious
Activity: Form nouns /adjectives/ verbs/ using the given suffixes, as in the examples.
Use the dictionary to find the meanings.
- Prefixes: often used to give adjectives a negative or an opposite meaning;
uncomfortable, inconvenient, dissimilar
Activity: List words with other prefixes, e.g. anti-, auto-, bi-, ex-
4 Identifying word families (15/ 08 hrs)

Focus: How word families are developed from a single root
e.g. part, particle, partition, partly, partner, participant, particular
Note the stress in each word. Practice saying the words with correct stress.
e.g. photograph, photography, photographic
5 Words with more than one meaning ( 10/ 05 hrs)

Focus: find the right word in context
Types of tasks: discuss different meanings of these words. Make two sentences which
give two different meanings.
e.g. book: I bought a story book.
Book a ticket in advance in the intercity train.
EN 1102: Effective Communication Skills I
Conversational routines (10 / 05 hrs)

Greetings/thanking/ apologizing/ complimenting/ leave taking etc.
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Types of activities: Dialogues/conversations in different settings (pair and group
work)e.g. at the post office/office/market
Procedure: listen to the dialogue. Practise it with a partner. Then write their own
dialogues and practise saying them.
Interaction in service situations (10 / 05 hrs)

Enrolling in a school/institute, obtaining membership in a library/club/Association,
reserving seats in a cinema/train/ on the plane
Type of activities: role play, simulation
Functions: request, explain, justify, and decide,
Functional dialogues (10 / 05 hrs)

Buying, selling, bargaining, complaining
Type of activities: role play
Exponents: Can I have, I would like to, I want to change this shirt, Can I pay by
cheque/credit card?
Enact social situations (10 / 05 hrs)

Situations: Tea/dinner/ Birth day/party, Theatre /bus queue, .etc
Types of activities: simulations, dialogue between the host/hostess and guests, guests
themselves.
Language focus: welcoming, thanking, wishing, congratulating, making, making a short
speech, informal conversation.
Conversation between persons in a queue: about the play/ film, long queue etc.
Language focus: explain, discuss, compare, and complain
Fluency based activities ( 10 / 05 hrs)

Focus: how to maintain fluency in a conversation avoiding excessive pausing,
breakdowns and errors in grammar and pronunciation. Involve students in talking
about a range of topics which engage their interests, experiences and opinions.
Types of activities: Use pictures, newspaper headlines cartoons as stimuli. Provide
necessary language (structures, words).and discussion questions, e.g., Do you agree
with what the woman in the picture is saying?
Functional dialogues ( 10 / 05 hrs)

Asking for help/permission/ directions
Exponents: Can I ask you a favour, May I, Could you please, Would you mind if I
, I would like to I wonder if I could
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Types of activity: Role plays the model dialogue. Prepare their own dialogues. Perform
them before the class.
EN 1103: Listening in English I
Nature of listening and factors that affect listening (06 / 03 hrs)

What is listening? Ability to identify and understand what others are saying, involves
understanding a speakers accent/pronunciation/grammar/ vocabulary and grasping the
meaning.
Factors that affect listening:
- Get the students to discuss and write a list in small groups.
- Whole class discussion. Use the following factors in the discussion:
Listening passage is heard only once, content usually not well organized, cannot
be listened to at a slower speed (message on radio, on tape), difficult to recognize
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individual words in the stream of speech, may contain colloquial words and
expression and redundant utterances: repetitions, false starts, rephrasing, self-
corrections, elaborations, meaningless utterances (e.g. I mean. you know...), no
body language and facial expressions, etc
Extract specific information selective listening (06 / 03 hrs)

Purpose: not to look for global/general meaning, but to be able to find necessary
information. Students listen for names/dates/certain facts and events/
location/situation/context etc.
Types of tasks:
- Listen to news. In the work sheet tick the category to which the news items you
hear fall into.
- Listen to announcements e.g. Airline arrivals and departures. Fill in the flight
numbers, destinations, gate numbers, departure times etc.
Listening for the main idea and specific details (06 / 03 hrs)
Types of activities
- Listen and take notes under given headings
- Listen and answer comprehension check questions
Text types: Interviews, speeches
Understanding planned monologues (06 / 03 hrs)

In planned monologues the language is carefully structured. Provide the students with a
task sheet to be completed while listening.
Types of activities: weather reports, news readings
Understanding unplanned monologues (06 / 03 hrs)

In unplanned monologues which are usually crated on the spot in response to an initial
question there is a lot of pauses, redundancy and fragmentary utterances.
Types of tasks:
- 1.identify the meaningless speech, list them, and compare with others
- Comprehension questions
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EN 1104: Language Structure Usage & Linguistics
Word classes and their grammatical functions (10/ 05 hrs)

Open classes: nouns, verbs, adjectives, adverbs
Closed classes: determiners, pronouns, prepositions, conjunctions, operator-verbs,
interjections, enumerators.
Types of activities: write examples for each word class
Rationale for word classes in grammar: Words which belong to one class only can be
used in a particular position in a sentence. Provide examples.
List the differences between the two types: e.g. open class-thousands of words. Closed
classes- limited number
Some words appear under more than one word class, e.g. play as noun and verb, that
as determiner and conjunction
Types of activities: write sentences to show how the word round appears as noun,
verb, adjective, adverb, and preposition.
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Note: Word classes should be taught briefly (Only the introduction to word classes)
Elements of grammar (10 / 05 hrs)

Units of language:
The sentence-a set of words standing on their own as a sense unit.
Clause a kind of mini sentence, a set of words which makes a sense but may not be
concluded by a full stop. A sentence may have only one clause or 2 or more clauses.
The phrase: A shorter unit of one or more words e.g. noun phrase
Parts of a sentence
Subject (topic), predicate 9everything said about the topic)-give examples
Sentence elements
- Subject, verb, object, complement, adverbial
- The most common parts of the sentences
- Object may be direct or indirect, the complement refers to the same thing as the
subject,
- Adverbial adds further information (words, phrases such as, at home, yesterday)
Activities: make sentences using the clause elements. Analyse their structure.
The simple sentence (10 / 05 hrs)

A sentence consisting of only one clause
Clause types: S V, S V O , S V C, S V O , S V O O , S V O A , (provide examples)
Activities: Indicate to which of the clause types the given sentences belong to
The simple sentence: questions, commands, exclamations, negation (10 / 05 hrs)

Questions-
Types of questions; yes-no questions, tag questions, Declarative questions, Alternative
questions, wh- questions
- Yes-no questions- operator is placed before the subject. If there is no operator,
do is introduced, e.g. has the boat left? Does he like Mary?
- Wh- questions:
- Alternative questions-
Commands: Usually has no subject. It has an imperative finite verb (the base form) of
the verb
Exclamations: sentences which have an initial phrase introduced by what or how
e.g. What a noise they are making!
Negation: accomplished by inserting not, nt between the operator and the
predication
Nouns & Noun phrases (10 / 05 hrs)

Noun classes
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Differences between count and mass nouns, regular and irregular nouns, abstract and
concrete nouns.
Structure of the noun phrase: head word, pre-modifiers, post modifiers
Word classes that can function as pre-modifiers-determiners, enumerators, adjectives,
modifying nouns
Word classes that can function as post modifiers-mostly prepositional phrases
Functions of the noun phrase-subject, direct object, indirect object, complement,
apposition, adverbial. (provide examples)
Activities: analysis of noun phrases, expanding the noun phrase using pre and post
modifiers.
Linguistics
Introduction to language & Linguistics (10 / 05 hrs)
What is language?
What is Linguistics?
Phonetics & Phonology (30 / 15 hrs)

What is phonology?
What is phonetics?
Differences between phonology & phonetics.
Sounds of English & phonetic transcription.
Organs of speech.
Introduction to phone, phoneme & Allophone. ( Only the introduction to terminologies)
EN-1105 - Introduction to literature

1. Introduction to literary eras (30 / 15 hrs)
Mediaeval - a ballad, Demon Lover
Elizabethan - sonnet by Shakespeare, Shall I compare
thee to a summers day Rose Cheeked Laura by
Thomas
Campion
Metaphysical - Death be not proud by Donne, To His Coy Mistress by
Andrew Marvell
Augustan -The Portrait of Zimri from Absalom and Achitophel by
John Dryden
Romantic - Rainbow by Wordsworth
Victorian - Lotus Eaters (The first of the poem up to choric song) by
Alfred Lord Tennyson.
Modern -Irish Airman foresees his death by W.B Yeats
2. Introduction to the elements of poetry, short story, novel (05 / 03 hrs)
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3. Introduction to literary techniques.(05 / 02 hrs)
4. Introduction to literary skills. (10 / 05 hrs)
5. Novel - Lord of the flies by William Golding /Great Expectations

by Charles Dickens (20 / 10 hrs)
6. Short story - Open Window by Saki

The Rocking Winner by D.H Lawrence
Uncle Ernest by Allan Sill toe (20 / 10 hrs)
EN 1106: Professional Writing I
Nature and functions of written language (05/ 02 hrs)

Identifying the difference between the spoken and written English and formal and
informal English
Identifying different types of texts and functions: descriptive / narrative / expository /
argumentative / persuasive
Writing essentials (05/03hrs)

Cohesion-unity of thought/relation between sentences in a paragraph and paragraphs in
a longer text
Clarity and precision: organising writing using a clear structure, content, layout,
handwriting
Spelling, punctuation, grammar, vocabulary
General guidelines for student portfolios (05/03 hrs)
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Introduction: A collection of students work that demonstrates to students and others their
efforts, progress and achievements. Students should have their own portfolios which can be a
file folder.
Purpose:
To collect students writing during the semester.
To provide a tangible record of writing for assessment
To provide a tangible record of students writing progress
Instructions:
Have students date their samples as they write or revise them.
Identify writing as first draft revision or final copy
Check each folder regularly so that specific needs can be addressed as they arise
Encourage students to share their writing with peers
Developing a paragraph (05/ 02 hrs)

Provide different types of paragraphs. Ask students to find .topic sentence, supporting
details, conclusion
Instructions to write different types of paragraphs, e.g. Put these sentences into the
correct order to make a paragraph
Letter writing (10/05hrs)

Understand the format of a personal letter and a formal letter
Personal letters - express happiness / sorrow / exchanging news
e.g. I was very happy to / delighted to / glad to / hear that
Formal letter - address, date, designation and address of the person, salutation,
underlined subject of the letter, body of the letter (introduction, reason, request for
action) conclusion, complimentary close, signature, name and address.
Practice writing letters of request, letters of inquiry, letters of invitation, letters of

thanks
Language differences-provide examples, e.g. I am writing to you regarding, I wish to
inform you
Practical writing (10/05hrs)

Notices
Invitation cards
Help students with the writing process; planning, drafting, revising, proof reading and
presenting
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Professional writing (10/05 hrs)
Memos-used for internal office correspondence. Provide a model to read and study the
content (group work).
E.g. you are the secretary of the sports club of your office. Write a memo to
members informing about the annual picnic.
Faxes
Emails
Agendas of meetings-Provide a sample-usually follow the same pattern.
Imaginative writing- dialogues (10/ 05 hrs)

Write imaginary dialogues and act them out. e.g. Explaining about a broken window, a
conversation between a mosquito and a dog
Provide a new ending to a familiar story
Use 3 or 4 familiar objects and get students to write an incident/situation involving
them.
EN 1107: CALL &Study Skills I

1. Computer literacy, computer competency (10/ 05 hrs)
Computer literacy: general knowledge of what computers are used for and some
general experience in using them. List the purposes in using computers
Computer competency: ability to use the computer as a tool for particular purposes
A general introduction-email, conferencing programs (written and spoken), word
processing programs, language archives (written and spoken)
2. Reinforcement of classroom material (10/05hrs)
Using text books accompanied by CD-ROM disc, which has practice exercises, self-check
tests, extra reading material.
3. Speech processing (10/05hrs)
Access to speech recognition programs, simple exercises in pronunciation, feedback graphs

showing accuracy of learners control of phonemic and prosodic elements.
4. Effective use of email (10/05hrs)
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Choose the appropriate software and learn how to use the email system confidently.
Communicate with the teacher and others to carry out task-based learning projects.
5. Library skills (10/05 hrs)
Understanding classification system

Using a library catalogue
Using the content/index pages of a book to find reference
Finding information quickly from bibliography
Activities:
- Library skills questionnaire, e.g. Write down the classification numbers of the
following books and find them on the shelves.
- Give the names and numbers of the books that give information about the
following topics
6. Dictionary studies (10/05hrs)
Getting familiar with the format of good monolingual dictionary entries

Finding their way around the information a dictionary offers
Discuss the role of a dictionary
Assign activities which show the kinds of meanings that are presented and how they are
presented.
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1st Year Second Semester
EN 1201: Intermediate Reading Skills & Vocabulary Development
1). Reading skills: previewing, predicting& understanding complex sentences (10/05hrs)
Make predictions based on the title, sub-titles, students knowledge of the topic, the
linguistic context, non-linguistic context such as diagrams, graphs, pictures, maps etc.
Encourage to predict before reading, while reading, and after reading (a useful skill to
increase students reading speed and enhance their comprehension of the text).
Understanding complex sentences

Focus: practice in seeing how long sentences which have a complicated style, (e.g. a
main clause and a number of subordinate clauses) can be simplified
Types of activities:
- Look at the following sentences and punctuate them. Read them to another
student, pausing in suitable places. Then answer the questions (wh-questions on
each sentence)
- Identify the clauses and phrases in a complex sentence.
2). Making inferences - understanding indirectly stated ideas and information

(10/05hrs)
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Students are required to interpret or read between the lines in order to make
inferences. It involves students combining their literal understanding of the text with
their personal knowledge and intuitions.
Types of activities: what do you think? e.g. What kind of person wrote this article? Why
do you think so? What evidence is there in the passage for the following statements?
3). Understanding the organization of the text (10/05 hrs)

Focus: practice in recognizing how sentences are joined together to make paragraphs,
how paragraphs form the passage, and how this organization is signified.
- In the passage, a number of sentences are missing. Read it through and decide
where the sentences given below should go.
- The following sentences are taken from 4 brochures of exhibitions. Separate the 4
texts and match them with the brochure titles.
Discuss common organizational patterns providing sample texts. e.g. cause-effect,
sequence of events, describing a process, analogy and contrast, classification, argument
and logical organization etc.
- Identify textual connectors in different texts, e.g. cause (e.g. was caused by) effect
(e.g. led to)
- Sequencing expressions: at first, then, as soon as, when, an hour later
4). Homonyms: homographs and homophones (10/05hrs)

Homographs: words written in the same way, but have different meanings and may be
pronounced differently.
e.g. I live in Kandy.
Your favourite star is performing live on TV tonight (write the two words in
phonetic script and show the difference in pronunciation)
Homophones: words with the same pronunciation but with a different spelling and
pronunciation
e.g. Read this aloud.
I allowed him to go out.
Come here, I cant hear you.
Activities:
write the homophones of these words and use them in sentences
There, red, been, sail, by, etc.
Write the words according to the vowel sound. e.g. / u: /. = two
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5). Compound words: compound adjectives (10/05hrs)
Compound adjective has two parts. The second part is often a present or past participle
Focus: a large number describe personal appearance (broad-shouldered). Others
describe persons character. (good-natured, warm-hearted)
There is another group which has a preposition in the second part. (worn-out shoes)
There are other useful compound adjectives such as: air-conditioned, time-consuming
Types of activities
- Write as many first parts as possible for the following: - minded,
- Describe yourself and your classmates using compound adjectives.
6). Foreign words in English (British & American words) (05/03 hrs)
Focus: to be familiar with different varieties of English, British, American, Indian,
British English words ending in -our, -re and ise, usually end in -or, -er and ize in
American English. Students find examples. Check answers in a dictionary.
Read a few American stories/poems/ magazines. List common American English words
and their British English equivalents.
e.g. sidewalk- pavement, elevator-lift, apartment- flat.
7). Words related to worldwide problems (05/02hrs)

Focus: becoming familiar with the words connected with disasters/tragedies, verbs
connected with these words and words for people involved in disasters
- Brainstorm round the words, disasters/tragedies. List the words such as
earthquakes, hurricanes, tornadoes, explosions, volcanoes, epidemics.
Finding the meaning and writing them
- Look for the verbs associated with these words and make sentences.
e.g. A volcano has erupted in Indonesia. Hundreds are feared dead.
- Look for words for people involved in disasters/tragedies
e.g. The explosion /typhoon/ flood resulted in 300 casualties (dead and injured)
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EN 1202: Effective Communication Skills II
Interaction in service: Job interviews, business transactions (10/05hrs)

Focus: Strategies for opening and closing conversations, how to use a neutral
Style of speaking-polite and clear speech
Procedure: job interviews provide a model. Get students to read it and practice
With a partner. Assign different interview situations for different groups. Students
prepare the interviews and practise them.
Office talk: over the phone, face-to-face (10/05hrs)

Focus: how to provide information, manage interaction, negotiate meaning
- Read the advertisement for a product and provide information to the purchasing
officer of the company
- Place a catalogue order, take an order and fill out the order form
e.g. your partner is a sales person. Look at the catalogue page, select two items you
want to buy and give your order. Make sure your partner takes down the order correctly
by confirming the information.
Conducting and participating in meetings (10/05hrs)
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Preparing for the meeting; selecting the office-bearers, writing the agenda, minutes
Practicing appropriate strategies for opening and closing
Conducting the meeting with whole-class participation
Planning, organizing and participating in social situations (10/05hrs)

Focus: how to use conversation for both transactional and interactional purposes, in
different social settings and for different social encounters.
Types of activities: plan, organize and participate in a variety entertainment,
shramadana campaign, picnic etc.
Interviewing different people (10/05hrs)

Focus: strategies for managing turn-taking in conversation, how to use a casual style of
speaking and a neutral or more formal style.
Taking notes, preparing reports/articles and presenting them.
- Interviewing a lottery winner/a tourist on his impressions of the country/a
housewife about the cost of living/a director of a corporation etc.
- Simulation: journalists from different media interview Miss. Sri Lanka
Planning and organizing debates and participating in them (10/05hrs)

Focus: how to initiate and continue a talk on a topic, how to present counter-arguments
Procedure: 3 groups- a) proponents b) opponents c) judges
Stages:
- All 3 groups pre debate preparation
- Groups a and b-opening arguments
- Groups a and b - counter arguments
- Group c - announce results with comments
- Write an essay balancing the views of both sides
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EN 1203: Listening in English II
Transfer information (05/03hrs)

Listen to the tape/ teacher and fill in the chart.
Types of activities: tracing the route on a map, completing tables/ charts/forms
Retaining relevant points: note taking (05/02hrs)

Focus: identifying relevant points-rejecting irrelevant information
Types of activities: listen to a short text (speech/dialogue) and take down important
points. Writing and speaking tasks based on them
Telephone conversations (05/03hrs)
Focus: recognize discourse marks/cohesive devices, understanding different intonation

patterns and use of stress which give clues to meaning and social setting.
- Listening to interactional (social) and transactional (obtain and provide
information) conversations and responding to tasks based on them
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- Taking part in telephone conversations and responding appropriately.
Using songs for listening (05/02hrs)
Provide short lessons on vocabulary and grammar followed with different listening activities;
e.g. Fill-in-the-blank task with the past tense verbs they hear.
Problem solving tasks (05/03hrs)
Students hear all the information relevant to a particular problem and then set themselves to
find solutions
Story based techniques (05/02hrs)
Activities: Listen and expand the outline-students listen and write the story while the
teacher describes expanding the story as instructed.
e.g. The Unicorn
The husband woke up and looked out of the window.(describe the husband)
He saw a unicorn eating a lily in the garden.(describe the garden) and so on..
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EN 1204: Language Structure, Linguistics & Usage II
Verbs & verb phrase (15/08 hrs)

Types of verbs: lexical, auxiliary-primary and modal, regular, irregular, transitive,
intransitive, stative, dynamic, finite, non-finite
Verb forms: base, -s form, past, -ing form, -ed participle
Activities to be familiar with verb forms
The structure of the verb phrase
Tense, aspect, voice, modality
Label the tense, aspect and voice of the verb phrases.
e.g. was teaching-past tense, progressive aspect, active voice
Active and passive voice (15/07hrs)

Construction-be+ past participle
Negative and question forms
Passive sentences with and without by. when we want to say who or what was
responsible for the action we use by.
We were stopped by the police.
The visitors were driven to the airport.
Adjectives (15/08 hrs)

Characteristics of adjectives
Functions of adjectives:-
- Attributive, predicative functions
- As the head of the noun phrase
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Position of adjectives
Adjective phrases
Adverbs and adverbials (15/07hrs)

Difference between adverbs and adverbials: adverb-word class, adverbial- a clause
element
Functions of adverbs
Adverbials: adverbs (quickly), prepositional phrases (with a pencil), noun phrases (this
morning)
Semantic classes of adverbials: adverbials of manner/time/ place.
Syntactic classes of adverbials: adjuncts, disjuncts, conjuncts
Linguistics
Varieties of language (06/ 03 hrs)
Formal & informal language
Spoken & written language
Dialects- Social & regional
Registers
Idiolects
Varieties of English (06/ 03 hrs)
British English ( RP)
American English
Standard Sri Lankan English
Supra segmental features (06/ 03 hrs)
Stress- syllables & word stress, sentence stress
Intonation- Falling, rising, rising- falling, falling- rising.
Aspects of connected speech (06/ 03 hrs)
Linking- C+C, C+V, V+V, intrusion
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Assimilation- Progressive, Regressive
Elision
Reduced & full forms (strong & weak forms) (06/ 03 hrs)
EN: 1205 British & American Literature
Poetry (40/20 hrs)

Sylvia Plath -Mirror, Morning Song
T.S Eliot -Morning at the Window
Robert Frost - Mending Wall / Stopping by Woods in a snowy
Evening
H.W. Longfellow - Slaves Dream
Shakespeare - My Mistress Eyes
William Blake - Chimney Sweepers 1 / 2
John Keats - Ode to Grecian Urn
Wilfred Owen - DulceEt Decorum Est
Rupert Brooke - Soldier
Short story (25/13hrs)

The old man at the Bridge by Ernest Hemmingway
The Dead by James Joyce
Drama (25/12 hrs)

King Lear or Tempest by Shakespeare
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EN 1206: Professional Writing II
Linking ideas: clauses and phrases (05/03 hrs)

Activities: Provide sentences with linking words such as: because, so, but, although, in
spite of, otherwise, except that, apart from. Get them to underline the linking words.
Discuss the function of linking words
Provide more activities.
- Join the ideas in the two columns using linking words.
- Fill in the blanks.
Develop paragraphs: organizing ideas at inter-paragraph level (05/02 hrs)
Generate ideas using different techniques: brain storming, group/class discussions,
reading, illustrations
Guidelines on organization: beginning, developmental Pattern-content (two or three
paragraphs), ending, register, key words
Writing drafts, conference with the teacher, revising
Informative writing (10/05 hrs)

Text types: prospectuses, description of places/people
Focus: conveying information clearly. Consider what the reader wants to know and
include relevant details only.
Present materials clearly, appropriate layout, illustrations and organization
Practical writing (10/05 hrs)

Text types: CV writing, job applications and covering letters
Focus on particulars found in an application form, CV format is different from
application form
Letter writing- business letters (10/05 hrs)

Text Types: letters of complaints, letters of orders, banking correspondence
Focus: use formal and impersonal language
Imaginative writing (10/05 hrs)

Text types: poetry, short stories, play lets
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Short stories
- Creative use of language. Provide questions/pictures to stimulate writing.
- Provide the beginning; An old man sat on a bench in the park watching children
playing
- Provide the ending: I told you it was a joke
- Supply captions or titles as starting points. These can be taken from newspapers.
e.g. Boy saved from drowning.
- Imaginary situations: If I were a parent
Poetry
Playlets
- Text types: write dialogues appropriate to specific situations on different themes and act
them out (group tasks)
- Write and act out scripts for well-known tales, e.g. folk stories
Persuasive and argumentative writing (10/05 hrs)

Writing skills: giving reasons: e.g. why do people gamble/become vegetarians/keep
pets/enjoy watching violet films? (Ref: Language in Use: Upper-Intermediate.
Classroom Book.Page40, 50)
Text types
- Brochures, leaflets, advertisements- on presenting a case influencing the reader.
E.g. Imagine a local radio station has asked you to write a one-minute commercial
advertising a new product.
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EN 1207: CALL & Study Skills II
1. Presentation skills (10/05hrs)
The importance of preparation:

Points to consider: objectives of the presentation, audience, manner, time, length,
method, content, structure, notes, rehearsal
Se of equipment: OHP, whiteboard, flipchart, computer, handouts,
Delivering a presentation: beginning, rapport, content, body language, audience,
cultural considerations, voice quality
Language: simplicity, clarity, useful expressions that can be used to signpost the various
parts of the presentation,
Language for each function: introduction, welcome your audience, introduce subject,
outline the structure, give instruction about questions, conclusion.
Presentation itself
Evaluation of presentation-provide an evaluation form
2. Self-evaluation techniques (10/05hrs)
Focus: Help students develop the characteristics of the good language learner which
involve the ability to assess their own performance.
Type of activities: formats for learner evaluation e.g. the following activity requires
learners to reflect on what has been learned over a period of time and express it as
marks out of 10.
Think about your progress this month. Give yourself a mark out of 10 for these areas;
Speaking, Listening, Reading, Writing, Pronunciation, Grammar, Vocabulary
3. Collaborative projects (10/05hrs)
Carry out small-scale research projects using available data with 2-4 students to a
terminal. Prepare handouts, guide students to relevant data in internet and web-sites.
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Organize different information, present them to the rest of the class and write a report.
4. Teaching with websites (10/05hrs)
Focus: equip students with basic skills needed for internet searching on their own and
assess the suitability of the website for the intended purpose, e.g. learn to search with
Google more effectively.
Procedure: Prepare handouts giving specific guidance as to the topic and particular
aspects they should look for. Reporting of findings to the class.
5. Working with video ( 20/10 hrs)
Introduce the idea of using short video clips from websites for creative speaking and writing
tasks.
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EN 2101: Advanced Reading Skills & Vocabulary Development I
1. Recognition of different styles of writing: descriptive, expository, narrative, argumentative

(10/05 hrs)
Help students to
- Recognize the writers attitude and tone
- Identify figurative language and other elements of narrative style (e.g. plot,
character, and setting),
- How the writer tries to persuade or convince the reader and how the writer uses
reasons, examples etc. to explain something.
Activities: Read passages of different styles and answer questions based on them.
2. Creative reading: going beyond the text (10/05 hrs)
This level of reading will be possible only if the students know the literal meaning of
the text and have interpreted and evaluated the information; involves going beyond the
text to seek out or express new ideas, to gain additional insights.
Activities: Reading more on the topic and gathering information, writing responding to
what is read.
3. Intensive reading (10/05 hrs)
Read short sections to understand or study information or language use in detail

Activities: comprehension questions at different levels. Activities on vocabulary,
grammatical and lexical cohesion
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4. Integrating activities (10/05 hrs)
Activities: Writing short stories based on news items, Dramatizing a comic strip series
5. Collocation tasks: different combinations connected to verbs (05/02 hrs)
Adverb + verb choose carefully, verb + verb - be free to choose , verb + preposition-
choose between the things, verb+ adjective- keep something safe, adjective+
preposition- safe from attack
Types of tasks:
- Matching tasks: e.g. adverbs in column A with an adjective in B
- Sentence completion: e.g. put one of the adverbs into each gap in the sentences.
6. Synonyms and their associations (05 /02 hrs)
In order to avoid repetition, writers use words which have a similar meaning.
e.g. I could learn by heart - I started to memorize
He asked - He enquired
Types of tasks:
- Read the text and find the synonyms
- Complete the sentences using a word that has a similar meaning to the word
underlined.
7. Working with texts to develop vocabulary: Identify/guess meaning from context (10/05 hrs)
Focus: Using the natural redundancy of surrounding words, obtaining clues from
grammatical structures, pronunciation and punctuation, activating background
knowledge from a topic of a text.
e.g. My father is a workaholic; he works so long and so hard that we rarely saw him.
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EN 2102: Technology Based Communication Skills
Functional dialogues (10/05 hrs)

Express approval / disapproval, likes / dislikes, surprise / wonder / hope / fear /
disappointment
Focus: strategies for avoiding communication breakdowns and comprehension
problems
Activities: create and write their own dialogues and practice saying them,(pair and
group tasks)
Group/pair discussions: information gap activities (10/05 hrs)

Focus: asking and answering questions, using a conversational register and syntax.
Types of activities: finding the differences in pictures/notices/ invitations etc.
Role plays using role play cards (10/05 hrs)

Focus: speaking appropriately in different situations.
Procedure: prepare role play situations and cues for the two persons. Give them time to
prepare. Get them to enact the situation using the cues. Provide at least 4 cues.
e.g. situation; You have borrowed a friends notes over a week ago and promised to
return them the next day. Youve still got them. What do you say to him when you see
him?
You must speak first.
Cue card:
- Say how you feel about not returning the notes
- Say why you couldnt return them
- Cue card to the friend
- Tell him not to worry
- Ask whether he copied the notes, etc
Dialogues/drama based on stories (10/05 hrs)

Read stories and write dialogues /plays based on them. Rehearse, and act them out.
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Describe a process (10/05 hrs)
Focus: use linking words correctly when describing a sequence of actions
Types of activities: how to operate a computer, describing an experiment
Making presentations - using the OHP and other media (10/05 hrs)
Focus: using facial expressions, body language, and other non-verbal cues and visuals
to convey meaning, how to use a neutral or more formal style of speaking
Procedure: brainstorm around a topic; organize the presentation, find necessary visuals-
pictures, maps etc. make the presentation to the rest of the class.
Suggested topics: Changing lifestyles of people, how green are you?
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EN: 2103- Research Methodology I
1. Introduction to research proposal & writing proposal. (10/05 hrs)

Problem statements.
Research aims & objectives.
Research hypothesis.
Limitations.
2. Introduction to research methodology. (10/05 hrs)

Data collection techniques- Qualitative, quantitative.
Sampling methods.
Data presentation.
Data analysis- Correlation, regression.
3. Citation methods. (04/02hrs)

APA
MLA
4. Introduction to project writing.(06/03hrs)

Chapters break down.
Introduction to literature review.
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EN: 2104 -Language Structure, Linguistics & Usage III
Expanding the sentence: coordination- compound sentences (15/08 hrs)

Coordination: Two independent clauses are combined to form compound sentence
using coordinating conjunctions - and, but, or, either .or, neither, nor,
- Join sentences using coordinating conjunctions
- Breaking a long sentence into simple sentences
Expanding the sentence: subordination-the complex sentence (15/07hrs)

1n subordination there is an independent clause and one or more dependent or
subordinate clauses. Subordinate conjunctions when, while, till, before, after, because,
as, if, unless, that, so that, etc.
Three main classes of dependent clauses analysed by structural types:
- Finite clauses: verb element is a finite verb phrase, e.g. I like John because John
likes me.
- Non-finite clauses:
to-infinitive: The best thing would be to tell everybody.
All I did was hit him on the head.(infinitive without to)
-ing form: Leaving the room, he tripped over the mat.
-ed participle: Covered with confusion, we left the room.
Verb less clause: e.g. Although always helpful, he .
If-clauses (15/08 hrs)
Type 1: if - past tense-will

If you post the letter, itll get there by Thursday.
Type 2: if- past perfect-would
If I had a million pounds I would probably go round the world.
Type 3: if-past perfect- would have
If we had taken your advice, we would have saved a lot of time.
Types of activities: Complete the conversation/ dialogue.
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Cleft sentences (15/07 hrs)
With it: we use cleft sentences to give emphasis to a particular part of the sentence. It
does this by splitting the sentence into two halves and highlighting the topic by
making it the complement of it + be.
e.g. The Americans landed on the moon, not the Russians.
It was the Americans who landed on the moon, not the Russians.
Cleft sentences with what or the thing (that)
What I really enjoy is eating chocolates. The thing that I .
Linguistics
Applied linguistics (15/08 hrs)
Language learning & language acquisition
Bilingualism- code mixing & code switching
Individual learner differences
Contrastive analysis & error analysis
Krashens theory
Morphology (15/07 hrs)
What is morphology?
Introduction to Morph, morpheme & allomorph
Inflection & derivation
Word formation process
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EN 2105 - Common Wealth Literature
Poetry (40 /20 hrs)
WoleSoynka - Telephone conversation

A.K. Ramanujan - River, Obituary
N. Ezekial - Back Ground Casually
Kamala Das - My Grand Mothers House
Dereckwalkot - Far Cry from Africa
Thargore - Unworthy Gift
J. P Clerk - Night Rain
Short story (15/ 5 hrs)

Post Master by Tagore
Divorcee by Ken SaroWiwa
Novel (35/ 20 hrs)

Things Fall Apart by Chinua Achebe
Waiting Earth by P. Wijenayeka
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EN 2106: Professional Writing III
Writing skills: causes and results (10/05 hrs)

Focus: expressions used for describing causes/origins and expressions used for
describing results. e.g. was caused by, has become, led to, resulted in, as a result of
(Ref: Language in Use: Upper Intermediate-classroom Book page 80)
Activities:
- Read and list the expressions used for talking about causes and results
- Write other expressions which could be used instead.
- Select a headline and expand it into a paragraph, using expressions you have
listed.
e.g. Explosion Kills 20 people: leaking gas pipe-damaged when road was repaired-
explosion -20 people killed.
More illiterate children-warns report: cuts in funds-fewer teachers-more children-
unable to raise funds
Informative/ expository writing (10/05 hrs)

Text types: travel experience, interpret graphs/maps, paraphrasing
Procedure: guided writing - Help in thinking ideas, ordering them, considering
vocabulary and grammar.
Report writing (10/05 hrs)

Writing reports of discussions, /meetings
Annual reports: e.g. you are the secretary of the senior literary society. Write the annual
report giving an account of the activities of the society during the year
Present a model with an activity. e.g. Read the following report and fill in the blanks
with the words given below.
Imaginative writing (10/05 hrs)
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Encourage students to create stories: Provide questions to stimulate writing. e.g. What
if you see some aliens in your village?
Involve students in writing and illustrating books.
Writing based on pictures-creative dialogues/stories
Persuasive and argumentative writing (10/05 hrs)

- Letters to the editor- Provide opportunities to read and collect different letters
from newspapers. Discuss structure, reason/argument/request etc. Get students to
write their own letters to the editor. Provide the topic and guidelines; help them in
planning, writing and redrafting.
Analytic writing (10/05 hrs)

Focus: critical and evaluative views of texts, drama, films and issues.
Take account of the students familiarity with the topic. Guide students to form their
own view taking into account a range of evidence and opinion and to organize their
ideas and information distinguishing between analysis and comment
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EN 2107: English Language Teaching Methodology I
The good language teacher (15/08 hrs)
What is good language teaching?
The diverse roles and responsibilities of a successful teacher, discuss under 4 main
categories: 1. Source of expertise 2. Source of advice 3. Management roles 4.
Facilitator of learning
Classroom management (15/07hrs)
Classroom organization: physical environment of the classroom, sight, sound comfort,

seating arrangements, chalkboard use, equipment, teachers voice and body language
Management during the lesson
Classroom language (15/08 hrs)
Language for social interaction, e.g. why is Rohan absent?

Language for classroom organization-maintaining discipline
Language of instruction, e.g. get into groups of four. Listen to me please.

Questioning techniques (15/07hrs)
Purpose of teachers questions: 1. Opportunity/impetus to produce language 2. Initiate

chain reaction and speech interaction 3. Immediate feedback about student
comprehension, i.e. teacher can use student responses to diagnose linguistic or content
difficulties. D. to provide a model for language thinking
Type of questions: have been classified according to different criteria: 1. what kind of
thinking is involved-plain recall, analysis, evaluation.2. Genuine or display
questions.3.closed or open. 3. convergent/divergent questions
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Criteria for effective questioning: 1. Clarity.2.learning value 3. Interest 4. Availability,
i.e. can most of the students try to answer it? 5. Extension does it invite and encourage
extended and varied answers 6. Teacher reaction. Are the learners sure that their
responses will be related to with respect
Pair and group work (15/08 hrs)
Importance of pair and group work in TESL

Selecting appropriate group techniques, difference between the two types, e.g. pair
work: short, linguistically simple, quite controlled in terms of the structure of the task.
Planning group work
Teaching aids (15/07hrs)

Advantages of using teaching aids
Types of teaching aids: low technology and high technology
Effective use of teaching aids in the classroom
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EN 2108: Fundamental Business English I
Business writing: letters, memos, faxes (15/08 hrs)

Layout and style of business letters, opening, ending
Reading different business letters, faxes, and memos. Discuss merits and de-merits, the
kind of impression they give the readers. List characteristics of a good letter.
Planning and drafting letters/ memos, emails, faxes
Types of activities: 1. as the marketing manager of a company write a letter to a branch
manager confirming the arrangements discussed over the phone, regarding a meeting
with the sales executives.
Jobs and careers (15/07hrs)
Applying for a job, writing a resume, covering letter, letters of introduction and reference
Over the phone (15/08 hrs)
Making a phone call to another company,

- Practice useful phrases in context, e.g. Id like to speak to., Im afraid hes in a
meeting/not in the office.
- Role play conversations with a partner
Taking a message: different ways of noting down messages,
Ordering and negotiating over the phone, simulations, draft a follow-up fax to the buyer
confirming your call and what you agreed on.
Placing and acknowledging an order, making/ replying enquiries (15/07hrs)
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Makeenquiries about a product over the phone, place an order, fax an
acknowledgement.
Answering enquiries: 1. Read the advertisement about the product.2. Prepare an answer
to an enquiry by letter/ fax/ phone or person.
The following points should be included in your reply
1. Thank the customer for the interest in your products, 2. Say how the product is
suitable for customers needs, 3. Say that you are sending/giving a catalogue, price list,
advertising literature, etc., 4. Explain hoe he can get hands-on experience, 6. Offer to
send samples, 7. State the location of the distributors showroom near his address
Dealing with problems: complaining, apologizing (15/08 hrs)
Expressions used to make complaints without sounding rude or aggressive, e.g. Im

sorry to have to say this but I think you may have forgotten
Apologizing, e.g. sorry, my fault, Im very sorry I didnt realize
Replying a complaint: situations-order has not arrived, I was charged more, the order
was for 80 boxes containing 144 items in each, Each box we have opened so far
contains only 100 items.
Job interviews (15/07hrs)
Practice using polite and clear speech for greeting/ introducing/ apologizing/asking for
information/thanking/leaving
Read different dialogues .Answer questions based on them. Enact them in class.
Write a dialogue between the applicant and the interviewer and enact it. Then reverse
the roles
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EN 2109: Fundamental Journalism I
Language for writing journals (20/10 hrs)

Looking at different news items in newspapers and journals. Examine them under the
following headings: vocabulary, sentence structure, prose style, organization. Discussion
News writing style (20/10 hrs)
What characteristics does good writing demonstrate? Discuss the following under two
headings. Authoring (creating document) and crafting (actual writing)
- Authoring: a sense of the audience and style (appropriateness), a sense of purpose
(content), a sense of direction (developing the ideas)
- Crafting: organization-clear and in a logical manner, using the conventions-
spelling, lay out, getting the grammar correct, varied sentence structure, linking
ideas in different ways, having a good range of vocabulary
Writing news reports (20/10 hrs)
Familiarization with headlines of different news items, sub-head/s, straight news, lead.
Writing in the third person point of view
Planning, drafting, revising, re-drafting, publishing
Feature styles (15/ 08 hrs)

How feature writing differs from straight news. Examine the two types, can slip into
1st person point of view, making the piece of writing more personal.
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List characteristics of different feature articles
Crafting a news story (15 / 07 hrs)

Focus: how parts are linked together through cohesive devices, how sentence structures
can vary to develop meaning, the role that is played by punctuation.
Use a checklist which focus on the overall content and organization Answer these
questions.
- Audience: who is your audience? What interest do they have in the subject?.
What do they already know about this subject?
- Purpose: What do you want to accomplish by wring this news item/feature
article? Is it to entertain/educate/ inspire them to do something/help them
understand something new/see something from a new point of view/change their
minds about something?
- Writing stage: write main idea in a complete sentence, ask yourself, Is it clear to
you/ your audience? Write support material .Ask yourself, do you need to be more
specific/develop any idea more? Does your discussion move smoothly? Analyze
your conclusion.
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EN 2201: Advanced Reading Skills &Vocabulary Development II
1. Comprehending texts at different levels (05/03hrs)
Reading tasks which help to comprehend a text at different levels. literal

comprehension, making inferences, evaluating a text, going beyond the text
2. Using graphs/diagrams to find information (05/02hrs)
Interpret data in maps, charts, graphs etc.

- Write down all information diagrams represents
- Complete text using information from diagram.
3. Cohesive features (05 /03 hrs)
Types of activities: finding references, identifying substitution and ellipsis, identifying

lexical cohesion
4. Evaluating the text (10/05hrs)
Focus: develop readers critical faculties

- The article has been written as a film review. What does the writer think of the
film? Do you think it fair to write a review of a film like this?
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- After reading the passage, would you describe it as
factual/critical/humorous/ironic. Give reasons for your decision.
5. Extensive reading(fluent reading or gist reading) (10/05hrs)
Text types: chapter in a book, an article, a short story

Focus: less worried about individual words and sentences. Concentrate on the general
flow of the text.
Activities: Give a headline to each section of the article, Discuss reactions to / feelings
about the text
6. Idioms (10/05hrs)
Focus: The particular meaning cannot be guessed from the individual words, but the
context usually helps
- Idioms describing people: She has a heart of gold; hes hard as a nail, cold fish,
painin the neck.
- Connected with language: To put it in a nutshell this is a waste of time. Whos
going to start the ball rolling, speak someones mind, makes sense,
- Completing a text using idioms,
- Matching the idioms and their meanings,
- How do we describe: the person who is the teachers favourite etc.
7. Different collocation tasks (05/03 hrs)
- Words frequently used together:
List the nouns frequently used with join e.g. band, army, club etc.
Adverbs with possible: always, quite
Nouns with negotiate: deal,
- List three words that typically occur with these words
Verb: accept, delay, receive - payment
Adjective: long - leg
Adverb: listen -carefully, etc
8. Choosing the right word (05/02hrs)
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Focus: Selecting the right word to match the style(formal, spoken, informal) and
subject areas(business, science)
Style labels show in what situation a particular word is used, subject words show the
subject area and that it is not used in everyday English
- Write the correct style label for the following groups of words
e.g. thereby, constitute, splendid, notably (formal)
ok, anyway, ouch, hubby (spoken)
- Look at a dictionary page. Make a list of subject verbs and style verbs under
different headings
- What subject areas do these groups of words belong to:
e.g. capital, expenditure, joint venture, market share
9. Word building tasks: adding one idea to another (05/02hrs)
Words for linking sentences/clauses

e.g. For this job you need a diploma. In addition, you need some experience.
Addition words: furthermore, moreover, whats more(less formal), besides, likewise,
similarly, on top of (all) that
Adding words at the end of clauses/sentences
e.g. They sell beds, chairs, tables and so on.
And so forth, to top it off.
Adding words that begin or come in the middle of clauses
e.g. In addition to his degree in Science, he has an MA in sociology.
Pursuant to my letter of May first
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EN 2202 Language Structure usage & Linguistics IV
Prepositions and prepositional phrases (15/08hrs)

Prepositions: A preposition expresses a relation between two entities.
- Various types of relational meanings: e.g. place- at, in, on, to, away, from etc.
- other meanings: time, cause, instrument, reference
Activity: Find examples for each type of prepositional relationships.
Structure of the prepositional phrase
Preposition + a noun phrase - in the garden
wh- clause - about what you said
-ing clause - by signing a peace treaty
Functions:
- a) Adverbial, b) post modifier of the noun phrase, c) verb complement d) Adjective
complement.
- give examples to illustrate each function
Types of activities: underline the prepositional phrases in the text/sentences and label the
function of each.
Phrasal verbs (15/07hrs)

Formation:
- Verb adverbial particle combination e.g. sitting down, taken off
- Some phrasal verbs retain the individual meanings of the verb and the adverb particle,
e.g. sit down. In other phrasal verbs meaning of the combination cannot be built up from
the meanings of the individual verb and adverb, e.g. give in (surrender), turn up (arrive,
appear)
Transitive phrasal verbs: can take an object, e.g. They turned on the light.
- With most of them, the adverb can either come before or follow a noun object,
E.g. they turned the light on.
- Intransitive phrasal verbs: a verb plus a particle
- Drink up quickly.
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Reported speech (15/08 hrs)
To report what somebody has said we can use either quotation marks (direct speech) or a that-
clause (indirect speech)
E.g. He said I need more money. He said that he needed more money.
Certain changes are made in connecting from direct to indirect
- Change present tense to past tense.
- Change 1st and 2nd person pronouns into 3rd person
- Change pointer words (his, now, here etc.) into that, then, there, the next day, etc.
Provide examples and activities.
Indirect questions: a wh-clause is used instead of that- clause
E.g. Do you live here? She asked him whether (if) he lived there.
Comment clauses (10/05 hrs)

Function and position: Comment clauses do not add to the actual information in
A sentence, and are loosely related to the rest of the main clause and function as sentence
adverbials. In written English they are marked off from the other clause by commas and
in speech by having a separate tone unit. They can occur in front, mid-and end-positions
in a clause.
Comment clauses are of varied types.
At that time, I believe, he worked as a mechanic.
Hes a workaholic, you see.
Other examples of comment clauses (mainly in informal speech) are:
You know, I know, I think, Im afraid, I see, as you see, to be frank, etc.
Types of activities
- Listen to the conversation. List the comment clauses you hear.
- Listen to conversations of different people. Write down the comment clauses you notice
Transformation of Sentences (15/07 hrs)
Interchange of affirmative and negative sentences.

Interchange of interrogative and assertive sentences.
Interchange of exclamatory and assertive sentences.
Conversion of simple sentence to compound sentence.
Conversion of simple sentence to complex sentence.
Linguistics
Psycholinguistics (20/ 10 hrs)
Introduction to psycholinguistics
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Human brain & language
Speech mechanism
Communication disabilities
Language for special purpose
EN 2203 Sri Lankan Literature
Poetry (40/20 hrs)
Kamala Wijerathne - Soldiers Wife Weep / Monument / Musical

DayaDisanayake - Kite / Interview
Richard de Soyza - Lepidoptera/Gajagawannema.
Patrick Fernando - Fisherman mourned by his wife
Anne Ranasinghe - Sati
LakdasaWickramasinghe -Folk Poet Ysinno
YasmineGunarathne - This Language This Woman
Jean Arsanayagam - Mother-in-law
Short Story (15/05 hrs)

Golden Oriole by SuwimaleeKarunaratne
Misunderstanding by J.S Tissanayagam
Drama (35/ 20hrs)

Rasanayagams Last Riot by Ernest Macintyre
Intruder by ThayagarajaArasanayagam
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EN 2204 Advanced Professional Writing
Writing skills: evaluate their own and others writing (10/05hrs)

Self-evaluation and peer evaluation: design criteria for evaluation - Discuss in groups
about what makes a good piece of writing? Whole class discussion. List criteria on the
blackboard. The list should include the following:
- Content: relevancy to the topic/to the reader, interest, length
- Organization: logic in order of arrangement, coherence, unity
- Style: variety in sentences, precise vocabulary, appropriacy to purpose
- Language: correct sentence stricture/spelling/punctuation
- Appearance: neatness, layout, standard format (as in business letters)
Summary writing (10/05hrs)

Focus: reading carefully to get the meaning, note down the important points. Note the
length prescribed for the summary. Write the first draft in your own words. Revise,
write the summary and provide a title
Language: should be written in full sentences, using the same tense as in the passage.
Avoid examples/quotations/repetition/explanation or expansion/figures of speech
Informative, descriptive and expository writing (10/05hrs)

Focus: form sentences and paragraphs which express connection between information
andideas precisely, e.g. cause and result, comparison
Activities: Expanding a variety of headlines into articles ( news, feature), writing
speeches and reading them out.
Persuasive and argumentative writing (10/05hrs)
Writing skills: balancing an argument/contrasting two different points of view - useful

expressions: on the contrary, but, in fact, on the other hand
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(Ref: Language in Use. Upper - Intermediate.Classroom Book.page 70)
Activities: Write arguments for and against to the following opinions.
e.g. Women and men now have equal opportunities in society
Doing military service makes young people better citizens.
Focus: develop logical arguments and cite evidence, use persuasive techniques and
rhetorical devices.
Writing a newspaper page (10/05hrs)

Generate topics and ideas by brainstorming and webbing, discussing topics,
interviewing, etc.
Organize ideas by selecting and ordering relevant ideas and information
Drafting: contribute ideas and language for collaborative composition
Conferencing with the teacher, redrafting
Editing, proof reading and publishing
Analytic writing (10/05hrs)

Reports based on notes/ questionnaires etc.
Design and use a questionnaire to write reports
Introduce the topic. e.g. Report about leisure activities
- build up words connected to the topic on blackboard
- design a questionnaire to find how people spend their leisure time (group work)
- collect information from classmates
- discuss and write the report
Introduce features of report writing: structure - introduction, middle paragraphs, and
conclusion
Reflect on the nature and significance of the subject matter, Organize ideas and
information distinguishing between analysis and comment, Form their own view taking
into account a range of evidence and opinions.
Language focus: In order to find out how people, one surprising fact that emerged
was, The results of our survey suggest that
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EN 2205 English Language Teaching Methodology II
Handling learner errors (15/08hrs)

Which errors to correct? Difference between errors and mistakes, global errors which
cause misunderstanding) and local errors (relate only to a part of what is said)
How to find a balance between correction and encouragement
How to respond to errors during different activities
Language teaching techniques: Teaching a lesson (15/07 hrs)

Techniques which could be used in different stages of the lesson: introduction, presentation,
practice, application, evaluation
Handling primary text books-Lets Learn English (10/05 hrs)

Overview of the package-theme, vocabulary, structure.
Examine content of the text books, grade 3-5, the content of workbooks, suggested
teaching procedure and assessment procedure
Micro-teaching: primary material (20/10hrs)

Select the sections to be taught, prepare lesson plan, teach to a small group, critique of the
lesson, re-teaching
Secondary material (10/05 hrs)

Overview of the package: syllabuses, text books, workbooks, examine rationale,
underlying principles
Examine content and suggested teaching procedure in the Teachers Guides.
Writing lesson plans to handle dialogues, different reading texts, writing, grammar,
listening and speaking.
Micro-teaching: secondary materials (20/10hrs)
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Follow the same procedure as for the primary teaching
EN 2206 Fundamental Business English II
Business meetings (15/08 hrs)

Discuss different types of meetings: informal/formal, large group/ a meeting of 4-5 of
the people involved/one-to- one meeting
Types of activity: Look at the problems and decide what kind of meeting is the best
way of dealing with each one, e.g. 1. The board required a report on your departments
long-term plans over the next 10 years, 2. There is to be a company picnic next month
and everything has to be planned and organized. You are a participant of the meetings
discussed above. What would you say: to express your point of view, make objections,
ask for opinion, to end a meeting?
Writing reports, summaries, notes (15/07 hrs)

Summarizing a business conversation: discuss different ways of summarizing,
Listen to a conversation recording of a meeting between two people. Answer questions
based on it. After understanding the conversation, draft a summary
Using notes to write a report
E.g. your managing director has asked you to investigate the health and safety
provisions in your offices and to make recommendations for improvement. These are
the notes you have made. Write a report expanding the notes into paragraphs.
Advertisements and commercials (15/08 hrs)
Cut out your favorite advertisement from a newspaper. Prepare a short presentation
covering the following points.1. Target customers, how it works in terms of promoting
the product-attracting attention, arousing interest, creating a desire, encourage to take
prompt action
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Describe favorite TV commercials to your partner. Say why you think they are effective
Selling and buying products (15/07 hrs)

Simulation:
- You work in the buying department of your company. Decide at what terms, price,
condition, etc. you are prepared to buy a product, make notes, negotiate with the
seller
- You are the chief buyer for a company. Find out from a salesman the following;
About a product: wholesale price, recommended retail price, how quickly the
goods can be shipped, how each item is packed, where the produce is
manufactured,
Procedure: Look at the new words in a dictionary. Practice the necessary expressions.
Write the necessary notes before enacting the situations
Traveling on business (15/08 hrs)
Making reservations-flights and at a restaurant. Speak over the phone, send a fax
Meeting or being met: role play- e.g. a foreign business person arriving at the local air
port and the other person is waiting to welcome him. Role play: the whole scene up to
leaving the airport.
Write a list of advice which might be given to foreign visitor.
Tell a visitor about office routines in our country: working hours, holidays,
relationships between the boss and employers, recreational and sport facilities for staff
Arrange a program for an important visitor who is coming to your firm to meet other
officers. 1. Make a telephone call to colleague in another department, inquiring whether
you can bring the visitor to see him/her. 2. Write a memo asking your boss to give the
visitor a brief explanation of your firms activities. 3. Draft a fax to the visitor
informing the date and the time you propose for the visit/or phone her/him
Practical component (15/07 hrs)

Design a questionnaire to be used to interview persons in a company/hotel.
Collect information about their work, daily routine etc
Present your findings to your colleagues Organize the information and write a report
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EN 2207 Fundamental Journalism II
Language and style of writing (15/08 hrs)

Studying the language and the style of writing in different items in a newspaper: editorial,
feature articles, reviews, letters to the editor, sports column, and cartoons, using a checklist.
Presentations followed by whole class discussion.
Use of illustrations (15/07 hrs)

Examine the suitability of illustrations in newspapers: how they help to make the
writing/message more meaningful/interesting
Types of illustrations, their characteristics, and purpose
Write a feature article and illustrate it appropriately
Writing articles/news stories (15/08 hrs)
Getting information through different sources, note-making, expanding notes to make an

interesting piece of writing (group work)
Writing articles: reviewing, editing, proof reading (15/07 hrs)
Peer-editing: groups exchange their writings and edit and give feedback, re-drafting, and
proof reading
Practical component: designing and producing a college magazine (30/15 hrs)

Planning what type of articles to include, crafting the articles, selecting, and editing, and re-
drafting, using illustrations, proof-reading the articles.
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EN 2208: PRINCIPLES OF EDUCATION
1. What is education? ( 10/5 hrs)

1.1. Western view of education.
1.2. Eastern ideas of education.
1.3. Aspects of education.
2. Education philosophers. ( 10/5 hrs)

2.1. Plato-idealism.
2.2. Jean Jaques Rousseau-Naturalism.
2.3. Karl Marx-Marxism.
2.4. John Dewey-utilitarianism.
3. Various educational approaches. ( 10/5 hrs)

3.1. Teacher centered education.
3.2. Society centered education.
3.3. Student centered education.
3.4. Development centered education.
4. Professionalism in teaching ( 10/5 hrs)

4.1. The nature of a profession.
4.2. Teacher responsibilities and liabilities.
4.3. Teacher ethics.
4.4. Code of ethics for the teaching profession.
5. The history of the development of education in Sri Lanka. ( 10/5 hrs)

5.1. Education in colonial period.
5.2. Education after independence.
5.3. National goals in education.
5.4. Primary and secondary curriculum.
6. Socialization ( 10/5 hrs)

6.1. Characteristic of Socialization.
6.2. Agencies of Socialization: Family, Peer group and School.
6.3. Techniques of Socialization: Imitation, Demonstration and Punishment or Rewarding
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EN 2209: Intermediate Business English
1) Business Letters (10/5hrs)

Letter Components
Essential Components
Optional Components
Letter Formats
Full Block Format
Modified Block format
Simplified Format
Criteria for different Types of letters
Letters of Inquiry
Letters of request
Cover letters
Good news letters
Bad news letters
Letters of complains
Letters of Adjustments
Sales letters
2) Memos and E- mails (10/5hrs)
The differences between memos and E- mails
Memos
Purposes
Criteria
Sample Memos
Success
Failures
E- mail
Why is E-mail is important?
E-mail Challenges
Techniques for writing effective E-mail messages
Recognize your audience
Identify your self
Use the correct E-mail address
Provide an effective subject line
Keep your E-mail message brief
Organize your E-mail messages
Use highlighting Techniques sparingly
Proof read your E-mail message
Make hard copy for future references
Be careful when sending attachments
Do not Automatically Reply to all recipients
Practice Netiquette
Sample E-mail messages
Activities
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1. Read and discuss merit and de merits the kind of impressions they give the readers
and list the characteristics of a good letter , memo and email.
2. Planning and drafting different types of letters, memos and emails.
3) Jobs and careers (10/5hrs)

How to find job openings
Criteria for Effective Resumes
Reverse Chronological Resume
Functional Resume
Key resume components
Optional Resume Components
Style
Methods of delivery
Mail version
Web (HTML) Resume
E- mail Resume
Sample Resumes
Criteria for Effective letters of Application
E-Mail Cover messages
Sample E-mail cover messages and letters of applications
4) Over the phone (10/5hrs)

Making a phone call to another company
Practice useful phrases in contexts
Eg : I would like to speak to . I am afraid he is not in the office
Role plays conversations with the partner.
Taking messages:different ways of noting down messages.
Ordering and negotiating over the phone , simulations, draft a follow up fax to another
buyer confirming your call and what you agreed on.
5) Placing and acknowledging an order, making / replying enquiries (10/5hrs)

Make enquiries about a product, over the phone, place an order, and fax an acknowledgement.
Answering enquiries,
1. Read the advertisement about the product
2. Prepare an answer to the enquiry by letter, fax ,phone or person
The following points should be included in your reply.
Thank the customer for the interest in your products
Say how the product is suitable for customers needs.
Say that you are sending / giving a catalogue , price list, advertising literature etc.
Explain he can get hands on experience
Offer to send samples
State the location of the distributors showroom near his address.
6) Dealing with problems : complaining , apologizing (5/3 hrs)

Expressions Used to make complaints without sending rude or aggressive.
Eg. I am sorry to say to say this but
I think you may have forgotten
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Apologizing sorry my fault, I am very sorry, I didnt realize.
Replying a compliant: Situations - order has not arrived I was charged more
..the order was for 80 boxes containing 144 items in each. Each box we have opened so
far contains only 100 items.
7) Job interviews ( 5/2 hrs)
Techniques for interviewing effectively
Criteria for effective follow up correspondence
Activities: Read and write different types of dialogues on job interviews and enact them
in the class.
EN 2210: Intermediate Journalism
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1. An Introduction to Journalism (15/8 hrs)
* What is journalism?
* Who is a Journalist?
* Qualities of a successful journalist
* Training and Qualifications for a journalist
* Journalism as a career
* Steps to become a journalist
* Prepare
* Learn about the field
* Get Training
* Go to work
* Getting help
* Get started
* Joining up
* Questions for discussions
2. News Writing Style & Writing News Reports (15/7 hrs)
* Language for writing journals : Looking at different news items in news papers
and
Journals . Examine them under the following headings.
Vocabulary, sentence structure, prose style, organization, discussion
News Writing Style:
What characteristics does good writing demonstrate? Discuss the following under
two headings. Authoring ( creating documents) and crafting ( actual writing)
Authoring : a sense of audience and style ( appropriateness) , a sense of purpose
( content) a sense of direction ( developing the ideas.)
Crafting : Organization should be clear and in a logical manner, using the
conventions spelling, lay out, getting the grammar correct , varied sentence
structure , linking ideas in different ways , having a good range of vocabulary.
Writing News Reports
Familiarization with headlines, of different news items , sub head/s , straight
news , linking ideas in different ways ,having a good range of vocabulary.
Planning, drafting, revising, re drafting, publishing
3. Feature styles (15/8 hrs)

* How feature writing differs from straight news? Examine the two types, slip into
1st person point of view, making the piece of writing more personal.
* List the characteristics of different feature articles.
4. Crafting a news story (15/7 hrs)
* Focus: How parts are linked together through cohesive devices, how sentence
structure can vary to develop meaning , the role that is played by punctuation.
* Use a check list which focuses on the overall content and organization.
Answer these questions.
- Audience:
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Who is your audience?
What interest do they have in the subject?
What do they already know about this subject?
- Purpose
What do you want to accomplish by writing this news item or feature article?
Is it to entertain/ educate/ inspire them to do something / help them understand
something new/ see something from a new point of view/ change their minds
about something?
- Writing Stage :
Write main idea in a complete sentence, ask yourself.
Is it clear to you/ your audience?
Write support material. Ask yourself , do you need to be more specific/
develop any idea more?
Does your discussion move smoothly? Analyse your conclusion.
EN 2211: EDUCATIONAL MEASUREMENT
1. The importance of evaluation, for; ( 10/5 hrs)

1.1 Teachers
1.2 Students
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1.3 Educational managers
1.4 Policy makers
1.5 Researchers
1.6 School
1.7 Physical measurement
1.8 Mental measurement
2. Basic concepts of evaluation ( 10/5 hrs)

2.1 Assessment
2.2 Tests
2.3 Measurement
2.4 Evaluation
3. Types of evaluation procedures ( 10/5 hrs)

3.1 Placement evaluation
3.2 Formative evaluation
3.3 Diagnostic evaluation
3.4 Summative evaluation
4. Objectives for measuring learning outcomes ( 10/5 hrs)

4.1 Educational goals, general objectives and specific objectives
4.2 Classification of educational objectives
4.3 Blooms classification
4.4 Changes in emphasis
4.5 Classification of cognitive domain(Bloom)
5. Various achievement test ( 10/5 hrs)

5.1 written test
5.2 oral test
5.3 selection type test
5.4 Basic characteristic of measuring tools
Validity
Reliability
Practibily
6. Organizing scores ( 10/5 hrs)

6.1 Uses of scores
6.2 Preparation of the frequency distribution
6.3 Mode / mean
6.4 Range/ standard deviation
6.5 Histogram / frequency polygon
6.6 Normal curve & characteristic
4.3 Core relation -core efficient
4.4 Spears man rank order - core-relation
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EN 2212: Advanced Business English I
1) Business Meetings 1 (10/5hrs)
Identify the importance of meeting

Discuss different types of meetings. : informal, formal, large group, a meeting of four to five of
the people involved, One to one meeting,
Types of Activities
Look at the problem and decide what kind of meeting is the best way of dealing with each one.
Eg: 1 : The board required a report on your departments long term plans over the next 10 years.
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There is to be a company picnic next month and everything has to be planned and organized. You
are a participant of the meetings discussed above. What would you say to express your point of
view, make objections, ask for opinion to end a meeting.
2) Writing reports and summaries (10/5hrs)
Reports
Criteria for writing reports
Organization, Development, Style
Types of Reports
Trip Report
Progress Report
Lab Report
Feasibility / Recommendation Reports
Incident Reports
Investigative reports
Meeting Minutes
Process
Pre writing
Writing
Re writing
Activities
3) The Summary (10/5hrs)
Criteria for writing summaries

Overall Organization
Internal Organization
Development
Style
Length
Audience Recognition
Grammar and Mechanisms
Process
Prewriting
Writing
Re-writing
Activities
Eg: Listen to a conversation recording of a meeting between two people. Answer questions based
on it. After Understanding the conversation draft a summary.
4) Advertisements and commercials (10/5hrs)
Cut out your favorite advertisement from a news paper . Prepare a short presentation
covering the following points. Target customers, how it works in terms of promoting the
149
product attracting attention , arousing interests, creating a desire, encourage to take
prompt action.
Describe favorite TV commercials to your partner. Say why you think they are effective,
5) Selling and buying product (10/5hrs)
Simulation
You in the buying department of your company. Decide in what terms, price, condition
etc you are prepared to buy a product, make notes, negotiate with the seller.
You are the chief buyer for a company. Find one from a salesman the following.
About a product : wholesale price, recommended retail price, how quickly the goods can
be shipped, how each item is packed, where the product is manufactured.
Procedure: Look at the new words in a dictionary. Practice the necessary expressions.
Write the necessary notes before enacting the situation.
6) Travelling on business (10/5hrs)
Making reservations flights and at a restaurant. Speak over the phone. Send a fax
Meeting or being met : role play eg: a foreign business person arriving at the local airport
and the other person is waiting to welcome him. Role play the whole scene up to leaving
the airport.
Write a list of advice which might be given to foreign visitor.
Tell a visitor about office routines in our country: working hours , holidays, relationships
between the boss and employees , recreational and sport facilities for staff officers.
Eg 1 : Make a telephone call to colleague in another department , inquiring whether you
can bring the visitor to see him or her.
Eg 02 Write a memo asking your boss to give the visitor a brief explanation of your
firms activities.
Eg 03 Draft a fax to the visitor informing the date abd the time you propose for the
visitor / or phone her / him.
7) Practical Component ( Assignment)

Design a questionnaire to be used to interview persons in a company / hotel.
Collect information about their work, daily routine etc.
Present your findings to your colleagues and organize the information and write a report.
150
EN 2213: Advanced Journalism I
1. The Journalistic Writing (10/5hrs)

Important News Determinants
Timeliness of News
Proximity of News
The Magnitude of News
The significance of the news
The news policy of the news paper
151
The Objectivity Rule
The Inverted Pyramid Story Form
The completeness of a News story
Writing short paragraphs
Adherence to a Style
* The quality of Readability

2. News Papers (10/5hrs)
* Initiators of Journalism
The Development of Broadcasting
Declining Readership
Alternative Sources of information
Concentration of Ownership
Organizational Structure: The business Style
Organizational Structure: The Editorial side
The News Editor
Managing Editor
Section Editors
Supporting Sections
The Editor and Editorial Policy
The Black Press: An alternative voice in American Journalism
The Editorial Page
News papers Today
Small News Paper Big-Time Journalism
Major players in the News Paper Industry
New York Times
Washington Post
USA Today
Wall Street Journals
Chicago Tribune
The future of News papers
3. Reporters and Reporting (10/5hrs)
Reporters
What reporters do?
Personal characteristics
Profile of the American Journalist
Becoming a professional
Becoming a reporter
The chief reporter and other Correspondents
Reporting
Five Ws and One H
Types of sources
Stored Sources
Personal Sources
Observation
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Interviewing
Ten tips for covering a Beat
A dozen interviewing tips
A note on accuracy
4. Editors , Editing & Headline Writing (10/5hrs)

Editors
Who is the editor?
The most important job
Traits of an editor
The editor writer relationship
What the editor must do?
Getting to be an editor
Editing and Headline line writing
Accuracy
Checking facts
Names and titles
Numbers
Places
The storys inner logic
Brevity
Clarity
Editing Procedure
The Lead
Story Structure
Completeness
Style
Names and titles
Quotations and Attributions
Triteness and clichs
Wordiness
Repetition and Redundancy Accuracy
Offensive Language
Principles of Headline writing
Accuracy
Logic
Specificity
Word Precision
Double meanings
Guidelines
Procedure
Headlines on the Web
5. Writing News, Features and Styles (10/5hrs)
Basic writing characteristics
Writing values and advice
Attribution
153
Other writing Convention
Short sentences, third person, An attitude for Accuracy
The inverted Pyramid
The Lead paragraph
Inverted Pyramid checklist
Developing the story
Feature styles
Anecdotal Features
Suspended Interest Features
Questions and answer
Characteristics of feature writing

Read ,Analyse, Emulate
Styles
Trademarks
Journalistic Convention
Inverted pyramid
Types of stories
Balance and Fairness
The impersonal Reporter
Sources
Attribution and questions
Language sensitivity
Sexist Pronouns
Basic AP Style Rule
Titles
Descriptions
Stereotypes
Illness and Disability
6. Writing Articles and news stories (10/5hrs)
Getting information through different sources , note making, expanding notes to make an
an interesting piece of writing . ( Group work)
7. Writing Articles: Reviewing, editing and proof reading.(Assignment)
Peer Editing: Groups exchange their writings and edit and give feedback , re-drafting and
proof reading.
154
EN 2214: EDUCATIONAL PSYCHOLOGY
1. Education psychology ( 10/5 hrs)

1.1 What is psychology
1.2 Branches of psychology
1.3 The nature of education psychology
1.4 Uses of education psychology to the teacher
2. Personal development ( 10/5 hrs)

2.1 Different aspects of personal development
2.2 Factors that influence personal development
2.3 The environment
2.4 Principles of personal development
2.5 Stages of personal development
3. Intellectual development ( 10/5 hrs)

3.1 Piagets theory of the development of intelligence
3.2 Stages of development of intelligence
3.3 Memory and stages of memory
155
3.4 Cognitive developments
3.5 Theories of intelligence
3.6 Emotional intelligence
4. Learning ( 10/5 hrs)

4.1 Basic characteristics of learning
4.2 Definitions of learning
4.3 Factors affecting learning
4.4 Principles of learning
5. Children with special needs ( 10/5 hrs)

5.1 Classification of students with special needs
5.2 Types of physical challenges
5.3 Mentally challenged students
5.4 Factors that influence presence of aggressive behavior or isolate behavior
5.5 Genius or gifted children
6. Educational guidance and counseling ( 10/5 hrs)

6.1 Definition of the concept of guidance and counseling
6.2 Educational guidance and counseling
6.3 Theories in counseling
6.4 Counseling techniques
6.5 Qualities of the counselor
156
EN 2215: Advanced Business English II
1) Technical Applications and Report Strategies. (6/3 hrs)

Technical Applications
Fliers, Brochures, and News Letters
Writing at work : Teach tool shop
Objectives
Why write Fliers?
Criteria for writing fliers
Keep the filer short
Focus on one idea, Topic, or theme for flier
Use a title to identify the theme
Technical Description
Types of Technical Description
Operations Manuals
Product demand specifications
Study reports provided by consulting firms.
Sales Literature
Criteria for writing technical descriptions
Title, overall organizations,
Internal Organizations
Developments
Word usage
Process
Pre writing
157
Writing
Re- writing
Sample Technical Descriptions
2) Instructions and User Manuals (6/3 hrs)
Criteria for writing short Instructions
Title
Organizations
Audience Recognition
Graphics
Style
Process
Pre-writing
Writing
Re-writing
Samples Short Instructions
Criteria for writing a user manual
Cover Page
Hazard Alerts
Table of contents
Introduction
Definition of Terminology
Technical Descriptions
Warranties
Accessories
Frequently Asked Questions
Corporate contact information
Sample user manuals
Activities.
3) Visual Appeal (6/3 hrs)
Document Design
Importance of Document Design
The Technical Writing Context
Damages and Dangers
Corporate identity
Organization
Order
Access
Variety
Summary
Chapter highlights
Activities
Graphics
Benefits of visual aids
Conciseness
Clarity
Cosmetic Appeal
158
Color
Three dimensional Graphics
Criteria for Effective Graphics
Types of Graphics
Sample Graphics for quantitative and other data
Outline Chart
Tables
Bar Graphs
Pie Charts
Line Graphs
Area Graphs
Pictograms
Other visual aids
Activities
4) How to develop a business profile (6/3 hrs)
Report strategies
Research
Criteria for writing Research Reports
Audience, Effective Style, Formatting
Process
Pre writing, writing, Re writing
Proposals
Criteria for proposals
Title page
Cover letter
Table of contents
List of Illustrations
Abstract
Introduction
Discussion
Conclusion/ Recommendation
Glossary
References
Appendix
Process
Prewriting, Writing, Re-writing
Sample External and internal proposals
Activities
5) Oral Communication (6/3 hrs)

Different forms of oral communication
Face to face communication
Advantages and disadvantages of face to face communication
The importance of telephone in oral communication
The advantages and the disadvantages of using telephones and mobile phones
The uses of the telephone directory and yellow pages.
159
The telegraph system.
Business Meetings 11
6) Strategies for Successful Business and Group meetings (6/3 hrs)
Background information on groups
Purposes and kinds of meeting
Informational Meetings
Suggested Solution Meetings
Problem Solving Meetings.
Solving Problems in meetings or groups
Authorization for a committee
Methods of solving problems in meetings.
Leadership Responsibilities in meetings
Kinds of leadership
Planning steps before the meeting
Procedures during the meeting
Follow- Up after the meetings
Participant Responsibilities in meetings
Preparation for meetings
Effective Participant Roles in meetings
7) Presentations (6/3 hrs)
Informal oral presentation
Formal oral presentation
Types of formal oral presentations
Parts of a formal oral presentation
Introduction, discussion, conclusion
Visual Aids
Power Point Presentations
Benefits of power point
Tips for using power point
Activities
8 ) Negotiation Skills (6/3 hrs)
Define negotiations
Identify the concept of negotiations
The advantages & disadvantages of negotiations.
How negotiation takes place
Different types of negotiations
The Language used in negotiation.
9) Business Grammar Structure & Vocabulary (6/3 hrs)

Grammar Rules
Identification of the form and functions of open and closed word classes.
Agreement between subject & verb.
Identifyingsentences, clauses and phrases in business writing.
Joining Sentences
Active and Passive voice
Constructing simplecompound and complex sentences.
160
Reported Speech
Agreement between pronoun and Antecedent.
Idioms and Proverbs
Coma Splice
Faulty /vague pronoun reference
Fragments
Fused Sentence
Modification
Parallelism
Vocabulary
Word Stock
Idioms and fixed expressions
Punctuation
Apostrophe
Colon
Coma
Dash
Ellipses
Exclamation point
Hyphen
Parentheses
Period
Question Mark
Semicolon
10) Mechanics (6/3 hrs)

Abbreviations
Capital Letters
Numbers
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EN2216: Advanced Journalism II
1) Theory of Journalism (8/4 hrs)
Beginnings of Journalism
Where does journalism begin?
The Printing Press
Dangerous Information
The New world
Benjamin Franklin
The fire of Revolution
The Women in Eighteenth Century Journalism
James Riving ton and Tory Press
Partisanship
2) The History of Journalism (7/3 hrs)
Change and more change

The Penny Press
James Gordon Bennett and the New York Herald
Sectionalism, Slavery and Abolition
The growth of Magazines
Photographing the rich and famous
The Civil War
The end of the war and its Aftermath
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3) New Realities, New Journalism (7/4 hrs)
A Profession Matures
A Generation of Growth
An age of Personalities
Yes Virginia , there is a Santa Claus
Advancing Technology
Reporters and Reporting
Yellow Journalism
Stunt Journalist Nellie Bly
Change in Advertising
The Watch dog Press
4) Twentieth Century and beyond (7/3 hrs)
A Century of Technology
The Decline of News Papers
The Development of Radio
Time and Development of the Newsmagazine
Henry Luce and the March of Time
Television
News papers : Clouded Stability and Prosperity
Expanding Television with cable
Watergate: A Third-Rate Burglary and a Pulitzer for two young reporters
The Development of the web
5) Types of Journalism Publication and Website Design (8/4 hrs)

1. Graphics Journalism
Principles of Design
Conventions of Graphics
Types of Graphics
Developing info graphics
2. Photo Journalism
Basics of Photo Journalism
Photographers Commitment
The Photojournalist in action
Rules for the beginning photojournalist
Newsworthy Photos
Cropping
Scaling
Digital Photography
Ethics and Taste
Cutline
3. Publication and Website Design
Design
Visual Logic
Types
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Families of Type
Serif and Sans Serif
The Anatomy of Type
Type on the page

Illustration
White Space
News paper Design
Types of News Paper Design
Vertical
Horizontal
Modular
Principles of layout
Proportion
Balance
Focus
Visual Dynamics
Unity
News Judgment
Laying out a Page
Twelve Rules
Web Site Design
Readability
Simplicity
Consistency
Variety
Purpose
6) Magazines (8/4 hrs)
Why Magazine Journalism?

Structure of Magazine Industry
Consumer Magazines
Business , Trade and Professional Magazines
Sponsored, Association, or Company Magazines
Creating a Magazine
Magazine Journalism
Extended Feature Stories
Personality Profile
Analysis and Interpretation
Literary Journalism
Travel Articles
Freelance Writing
The future of Magazines
5. Television, Radio and News Web Sites
7) Practical Component (8/4 hrs)
164
Designing and producing a college magazine
Planning what type of articles to include , crafting the articles, Selecting,
and editing and re- drafting , using illustrations , proof reading the
articles.
8) Culture ,Law and Ethical Practices of a Journalist ( 7/4 hrs)

1. The Culture of Journalism
The world of the journalist
Character and Characteristics
Scepticism and Cynicism
Working within the news organization
Dealing with sources
Objectivity and Fairness
Unacceptable Practices
Plagiarism
Fabricating Information
Altering a photograph
Working for a separate publication without the editors knowledge
News organizations in the larger culture of Journalism
Are the news media liberal or conservative?
Civic Journalism
A Dynamic Culture
2. Law and the journalist
Corruption in Minneapolis
Legal Precedents
The First Amendment
The state of the first Amendment
Defamation
Defences against libel suits
Developing the concept of the public figure
Copyright and trademarks
Privacy
Legal Protection for Journalists
3. Ethical Practices
The Good Journalist
Honesty
Professional Practices
Respect
An Approach to Ethical Behaviour
Ethical Difficulties
Falsifying Information
Plagiarism
Conflicts of Interest
Privacy
Bias, Unfairness, selective Reporting
165
Persistent Problems
Journalism Present and Future
An open profession
Financial State of the profession
Bias
Errors / Credibility
Sensationalism / Relevance
Intrusiveness
Recruitment, Training, and Retention
Changing Technology , Changing Audience
166

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MINISTRY OF HIGHER EDUCATION

SRI LANKA INSTITUTE OF

HIGHER NATIONAL DIPLOMA IN ENGLISH

1.1 Program Outcomes

1.2 Entry Profile

The minimum qualifications required to apply for HND in English program;

1.3 Key points of the Curriculum

1.4 Assessment Policy

Each module is assessed by continuous assessments and end- semester examinations.

1.5 Time Allocation for Modules

Core courses 65 credits

15 hours of lectures= 1 credit

1.6 Awarding of Diploma

1st Year -1st Semester

Lectures Practical Lectures Self Full Part

Lectures Practical Lectures Self Full Part

Lectures Practical Lectures Self Full Part

Lectures Practical Lectures Self Full Part

3rd Year 1st Semester

Serial Title of Subject Code No No. of Industrial Total hrs.

6. Be aware of word formation in English

Semester end examination Reading & Vocabulary test 60%

Recommended Teaching/Learning Activities

Module Code EN 1102 Module Title Effective Communication Skills I

1. DuttKioramai, (2013), Basic Communication Skills with CD.

Module Code EN 1103 Module Title Listening in English I

Continuous Assessment Listening activities 40%

Semester end examination Recorded Listening test with 60%

Continuous Assessment 1. Short classroom tests, 40%

Recommended Teaching/Learning Activities

Type Activity Weight

Module Code EN 1106 Module Title Professional Writing I

Semester end examination Written exam 60%

Resources: Equipment, Tools and Materials:

Prescribed Texts/Teachers Handbooks

Computer Assisted Language Learning (CALL) & Study

Type Activity Weight

Prescribed Text/Teachers Handbooks

Semester end examination Reading & Vocabulary Test 60 %

Module Code EN 1202 Module Title Effective Communication Skills II

Type Activity Weight

Semester end examination Oral test consisting of : face-to- face 60%

Credits 1 Lectures - Pre-requisites LE I

Resources: Equipment, Tools and Materials

Semester end examination Written test 60%

Module Code EN 1206 Module Title Professional Writing II

Resources: Equipment, Tools and Materials

8. Tribble ,Chris . (1997) Writing. OUP Oxford.

Computer Assisted Language Learning (CALL) & Study

Type Activity weight

2nd Year 1st Semester

Semester end examination Reading & Vocabulary Test 60%

Module Code EN 2102 Module Title Technology Based Communication Skills

1. DuttKioramai, (2013), Basic Communication Skills with CD.

4. Introduction to project writing

Recommended Teaching/Learning Activities

Type Activity Weight

Module Code EN 2107 Module Title English Language Teaching Methodology I

Type Activity Weight

Module Code EN 2108 Module Title Fundamental Business English I

Type Activity Weight

Module Code EN 2109 Module Title Fundamental Journalism I

2nd Year 2nd Semester